Identify the problem or dilemma. It is important to determine whether a situation truly involves ethics. To determine the nature of the problem or dilemma, gather all the information that sheds light on the situation

/in /by

This is a 2 part assignment!  Combine these into a single submission with one title page and one reference page.
Assignments must be double spaced APA format.

Part I:  Now that you are thoroughly familiar with the ACA 2014 Code of Ethics, read and submit a 2 page paper on the case example attached.  This has to do with your becoming aware of a colleague whose behavior has become of concern to you.

 

Case Example – A Colleague of Concern

Imagine you are a counselor, and that you have just seen a new client for the first time. She is 28, single, and a graduate student in social work. Her name is Kristy and she has been experiencing some signs and symptoms of stress that she wants to explore in counseling.

Kristy tells you that she recently saw a former colleague of yours for an initial counseling session. She didn’t feel he was the right professional for her, and she even questioned his professionalism.

You find out that Kristy was able to share in her session with your former colleague, that she was experiencing what she felt were considerable signs of stress in her life. She reportedly shared that she was not sleeping well, that she had lost some weight, and that she was avoiding her friends many times in favor of staying home and “vegging” on the couch.

Kristy goes on to tell you that your former colleague shared with her during her session, that he had lost “the love of his life” 2 years prior, to a car accident. He disclosed that the anniversary of her death was fast approaching. In the last few minutes of the session, he asked Kristy if she would like to meet him for coffee sometime later that week.

Kristy told you that she came away from the session with your colleague confused, and feeling more stressed than when she went in to see him. She told you that she just wants to feel better and that she is happy to have a new counselor who seems like she will be able to help her – you!

Following Kristy’s session, you continue to think about what she reported about your former colleague. Using the ACA 2014 Code of Ethics, and Corey’s ethical decision-making model in the textbook(see textbook information below), analyze this case. Go through all the steps of the ethical-decision making model, and apply each one to this case. Come up with some courses of action, and make a case for each one using the Code of Ethics.

Try to keep this to 2 narrative pages, double spaced, APA format. In addition, include a title page and a References Page. If you need to go over 2 pages, 3 is the absolute limit. Learning to write concisely is an important part of professional writing. Work to edit down your writing so you say more in fewer words.

Ethical decision making model located in the textbook:

Corey, G., Corey, M.S., & Callanan, P. (2018). Issues and ethics in the helping professions (10th ed.). Pacific Grove, CA: Brooks/Cole Publishing. Print ISBN # 978-1337406291 (Available through Cengage)

 

Steps in Making Ethical Decisions( copied from the above textbook; also use the textbook for a reference)

When making ethical decisions, ask yourself these questions: “Which values do I rely on and why?” “How do my values affect my work with clients?” “Do my personal values have a place in my professional work?” When making ethical decisions, the National Association of Social Workers (2008) cautions you to be aware of your clients’ as well as your own personal values, cultural and religious beliefs, and practices. Acting responsibly implies recognizing any conflicts between personal and professional values and dealing with them effectively. The American Counseling Association’s (2014) Code of Ethics states that when counselors encounter an ethical dilemma, they are expected to carefully consider an ethical decision-making process. To make sound ethical decisions, it is necessary to slow down the decision-making process and engage in an intentional course of ethical deliberation, consultation, and action (Barnett & Johnson, 2015). Furthermore, when engaging in an ethical decision-making process, documentation of this process is important in case you are questioned about your choices, actions, and behaviors. Although no one ethical decision-making model is most effective, mental health professionals need to be familiar with at least one of the models or an amalgam that best fits for them.

Ethical decision making is not a purely cognitive and linear process that follows clearly defined and predictable steps. Indeed, it is crucial to acknowledge that emotions play a part in how you make ethical decisions. As a practitioner, your feelings will likely influence how you interpret both your client’s behavior and your own behavior. Furthermore, if you are uncomfortable with an ethical decision and do not adequately deal with this discomfort, it will certainly influence your future behavior with your client. An integral part of recognizing and working through an ethical concern is discussing your beliefs and values, motivations, feelings, and actions with a supervisor or a colleague.

In the process of making the best ethical decisions, it is also important to involve your clients whenever possible. Because you are making decisions about what is best for their welfare, it is appropriate to discuss the nature of the ethical dilemma that pertains to them. For instance, ethical decision making from a feminist therapy perspective calls for involving the client at every stage of the therapeutic process, which is based on the feminist principle that power should be equalized in the therapeutic relationship (Brown, 2010).

Consulting with the client fully and appropriately is a fundamental step in ethical decision making, for doing so increases the chances of making the best possible decision. Walden (2015) suggests that important therapeutic benefits can result from inclusion of the client in the ethical decision-making process, and she offers some strategies for accomplishing this goal at both the organizational and individual levels. When we make decisions about a client for the client rather than with the client, Walden maintains that we rob the client of power in the relationship. When we collaborate with clients, they are empowered. By soliciting the client’s perspective, we stand a good chance of achieving better counseling results and the best resolution for any ethical questions that arise. Potential therapeutic benefits can be gained by including clients in dealing with ethical concerns, and this practice represents functioning at the aspirational level. In fact, Walden questions whether it is truly possible to attain the aspirational level of ethical functioning without including the client’s voice in ethical concerns. By adding the voice and the unique perspective of the consumers of professional services, we indicate to the public that we as a profession are genuinely interested in protecting the rights and welfare of those who make use of our services. Bringing the client into ethical matters entails few risks, and both the client and the professional may benefit from this collaboration.

The social constructionist model of ethical decision making shares some aspects with the feminist model but focuses primarily on the social aspects of decision making in counseling (Cottone, 2001). This model redefines the ethical decision-making process as an interactive rather than an individual or intrapsychic process and places the decision in the social context itself, not in the mind of the person making the decision. This approach involves negotiating, consensualizing, and when necessary, arbitrating.

Garcia, Cartwright, Winston, and Borzuchowska (2003) describe a transcultural integrative model of ethical decision making that addresses the need for including cultural factors in the process of resolving ethical dilemmas. They present their model in a step-by-step format that counselors can use in dealing with ethical dilemmas in a variety of settings and with different client populations. Frame and Williams (2005) have developed a model of ethical decision making from a multicultural perspective based on universalist philosophy. In this model cultural differences are recognized, but common principles such as altruism, responsibility, justice, and caring that link cultures are emphasized.

Many of the ethical dilemmas we will encounter are not likely to have a readily apparent answer. Birrell and Bruns (2016) assert that answers to ethical matters are not contained in the code of ethics, no matter how detailed. The ethical encounter and ethical moments cannot be codified or reified or legalized. Relational ethics is about learning how to tolerate ambiguity and uncertainty. “Counselors can only struggle toward answers in the shared search toward mutuality and interdependence, which has the capacity to bring healing to the individuals they serve” (p. 396). Keeping in mind the feminist model of ethical decision making, Walden’s (2015) views on including the client’s voice in ethical concerns, a social constructionist approach to ethics, and a transcultural integrative model of ethical decision making, we present our approach to thinking through ethical dilemmas. Following these steps may help you think through ethical problems.

  1. Identify the problem or dilemma. It is important to determine whether a situation truly involves ethics. To determine the nature of the problem or dilemma, gather all the information that sheds light on the situation. Clarify whether the conflict is ethical, legal, clinical, cultural, professional, or moral—or a combination of any or all of these. The first step toward resolving an ethical dilemma is recognizing that a problem exists and identifying its specific nature. Because ethical decision making in practice is a complex and multifaceted process, it is useful to look at the problem from many perspectives and to avoid relying on a simple solution (Levitt et al., 2015). Consultation with your client begins at this initial stage and continues throughout the process of working toward an ethical decision, as does the process of documenting your decisions and actions. Frame and Williams (2005) suggest reflecting on these questions to identify and define an ethical dilemma: What is the crux of the dilemma? Who is involved? What are the stakes? What values of mine are involved? What cultural and historical factors are in play? What insights does my client have regarding the dilemma? How is the client affected by the various aspects of the problem? What are my insights about the problem? Taking time to engage in reflection is a basic first step.
  2. Identify the potential issues involved. After the information is collected, list and describe the critical issues and discard the irrelevant ones. Evaluate the rights, responsibilities, and welfare of all those who are affected by the situation. Consider the cultural context of the situation, including relevant cultural dimensions of the client’s situation such as culture, race, socioeconomic status, and religious or spiritual background. Other relevant variables include the client’s age and the client’s relationship with other family members. It is important to consider the context of power and privilege and also to assess acculturation and racial identity development of the client (Frame & Williams, 2005). Part of the process of making ethical decisions involves identifying and examining the ethical principles that are relevant in the situation. Consider the six fundamental moral principles of autonomy, nonmaleficence, beneficence, justice, fidelity, and veracity and apply them to the situation, including those that may be in conflict. It may help to prioritize these ethical principles and think through ways in which they can support a resolution to the dilemma. Reasons can be presented that support various sides of a given issue, and different ethical principles may sometimes imply contradictory courses of action. When it is appropriate, and to the degree that it is possible, involve your client in identifying potential issues in the situation.
  3. Review the relevant ethics codes. Consult available guidelines that could apply in your situation. Ask yourself whether the standards or principles of your professional organization offer a possible solution to the problem. Consider whether your own values and ethics are consistent with, or in conflict with, the relevant codes. If you are in disagreement with a particular standard, do you have a rationale to support your position? It is imperative to document this process to demonstrate your conscientious commitment to solving a dilemma. You can also seek guidance from your professional organization on any specific concern relating to an ethical or legal situation. Most of the national professional organizations provide members with access to a telephone discussion of ethical and legal issues. These consultations focus on giving members guidance in understanding and applying the code of ethics to a particular situation and in assisting members in exploring relevant questions. However, these consultations do not tell members what to do, nor does the organization assume responsibility for making the decision.
  4. Know the applicable laws and regulations. It is necessary that you keep up to date on relevant state and federal laws that might apply to ethical dilemmas. In addition, be sure you understand the current rules and regulations of the agency or organization where you work. This is especially critical in matters of keeping or breaching confidentiality, reporting child or elder abuse, dealing with issues pertaining to danger to self or others, parental rights, record keeping, assessment, diagnosis, licensing statutes, and the grounds for malpractice. However, realize that knowledge of the laws and regulations are not sufficient in addressing a dilemma. As Welfel (2016) aptly puts it, “rules, laws, and codes must be fully understood to act responsibly, but they are the starting point of truly ethical action, not the end point” (p. 24).
  5. Obtain consultation. You do not have to make ethical decisions alone, but it is important to maintain client confidentiality when consulting others. It is generally helpful to consult with several trusted colleagues to obtain different perspectives on the area of concern and to arrive at the best possible decision. Consultation can uncover ideas that you have not considered, and it can also help you gain objectivity. As a counselor, it is expected that you will seek consultation and supervision, even if these sources are not available in your work setting (Levitt et al., 2015). Wheeler and Bertram (2015) suggest that two heads are better than one, and that three heads are often even better! Do not consult only with those who share your viewpoint. If there is a legal question, seek legal counsel. If the ethical dilemma involves working with a client from a different culture or who has a different worldview than yours, it is prudent to consult with a person who has expertise in this culture. If a clinical issue is involved, seek consultation from a professional with appropriate clinical expertise. After you present your assessment of the situation and your ideas of how you might proceed, ask for feedback on your analysis. Are there factors you are not considering? Have you thoroughly examined all of the ethical, clinical, and legal issues involved in the case? It is always wise to document the nature of your consultation, including the suggestions provided by those with whom you consulted. In court cases, a record of consultation illustrates that you have attempted to adhere to community standards by finding out what your colleagues in the community would do in the same situation. In an investigation the “reasonable person” standard may be applied: “What would a professional in your community with 3 years’ experience have done in your situation?”
  6. Consider possible and probable courses of action. At this point, take time to think about the range of courses of actions. Brainstorm to identify multiple options for dealing with the situation. Generate a variety of possible solutions to the dilemma (Frame & Williams, 2005). Consider the ethical and legal implications of the possible solutions you have identified. What do you think is likely to happen if you implement each option? By listing a wide variety of courses of action, you may identify a possibility that is unorthodox but useful. Be creative and list as many options as you can think of, even if you are not sure an option will work (Forester-Miller & Davis, 2016). Of course, one alternative is that no action is required. As you think about the many possibilities for action, discuss these options with your client as well as with other professionals and document these discussions.
  7. Enumerate and consider the possible consequences of various decisions. Consider the implications of each course of action for the client, for others who will be affected, and for you as the counselor (Forester-Miller & Davis, 2016). Examine the probable outcomes of various actions, considering the potential risks and benefits of each course of action. Again, collaboration with your client about consequences for him or her is most important, for doing this can lead to your client’s empowerment. Use the six fundamental moral principles (autonomy, nonmaleficence, beneficence, justice, fidelity, and veracity) as a framework for evaluating the consequences of a given course of action. Realize that there are likely to be multiple outcomes rather than a single desired outcome in dealing with an ethical dilemma. Continue to reflect on other options and consult with colleagues who may see possibilities you have not considered.
  8. Choose what appears to be the best course of action. To make the best decision, carefully consider the information you have received from various sources. The more obvious the dilemma, the clearer the course of action; the more subtle the dilemma, the more difficult the decision will be. After deciding, try not to second-guess your course of action. You may wonder if you have made the best decision in a given situation, or you may realize later that another action might have been more beneficial. Hindsight does not invalidate the decision you made based on the information you had at the time. Once your decision has been enacted, follow up to assess whether your actions had the desired outcomes (Forester-Miller & Davis, 2016). Evaluate your course of action by asking these questions (Frame & Williams, 2005): How does my action fit with the code of ethics of my profession? To what degree does the action taken consider the cultural values and experiences of the client? How might others evaluate my action? What did I learn from dealing with this ethical dilemma? Once you have decided on a course of action, remain open to the possibility that circumstances may require that you make adjustments to your plan. Wheeler and Bertram (2015) recommend careful documentation of the ethical decision-making process you used in arriving at a course of action, including the options you considered and ruled out. It is important to document the outcome and to include any additional actions that were taken to resolve the issue. We also recommend documenting any consultations you had to help in the decision-making process. Review your notes and follow up to determine the outcomes and whether further action is needed. To obtain the most accurate picture, involve your client in this process.

The goal of any ethical decision-making process is to help you take into account all relevant facts, use any resources available to you, and reason through the dilemma in a way that points to the best possible course of action. Clinicians have different perspectives and values, which are a part of their decision-making process, and ethical issues can have diverse outcomes. Reflecting on your assessment of the situation and on the actions you have taken is essential. By following a systematic model, you can be assured that you will be able to provide a rationale for the course of action you chose (Forester-Miller & Davis, 2016). The procedural steps we have listed here should not be thought of as a simple and linear way to reach a resolution on ethical matters. However, we have found that these steps do stimulate self-reflection and encourage discussion with clients and colleagues. Using this process, we are confident that you will find a solution that is helpful for your client, your profession, and yourself.

Part II: Self Care/Wellness Plan

Imagine that you are practicing as a professional counselor and you begin having trouble sleeping, you are tired, and feel overwhelmed for days on end. You have said some things in anger or frustration to friends and/or family recently, and your stomach feels “tied up in knots” more days than not.

You find yourself not returning calls to clients, and you are getting behind on your documentation. You worry that you are getting behind on things, but really don’t feel motivated to do much of anything to change things.

You have a colleague who has expressed concern in the past few days, that you haven’t seemed “yourself,” in quite some time. Your colleague brings up the term “wounded healer” which initially alarms you, but you can’t get it out of your mind.

In 2 – 3 pages (not including title page and reference page), respond to this situation as if this was really your experience. Write up a wellness plan for yourself that you can practice in your day to day life, as well as turn to in the future when you are feeling “less than 100%.” Provide some narrative that will help me understand how you arrived at this plan, and the significance of the pieces of your personal plan.

Grading will be based on depth of thought, and reflection. Do not rush through this. Give yourself time to really consider all aspects of your situation if this was you, as a professional counselor, in the future. Work hard to come up with a plan that you can really follow, and that will be of help to you. Also consider and discuss the implications legally, ethically, and personally of this situation as it bears down on you.

This is Part II of this assignment. Part I has to do with a “colleague of concern.”

 

“Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!”

The post Identify the problem or dilemma. It is important to determine whether a situation truly involves ethics. To determine the nature of the problem or dilemma, gather all the information that sheds light on the situation appeared first on Coursework Research.

final project 269

/in /by

Please take a look at the excel file and fill out the last section of it (SCM)..

 

Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code “Newclient” for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

The post final project 269 appeared first on The Nursing Hub.

HOW CAN ONE PROTECT AGAINST VIRUS OUTBREAKS IN AN ORGANIZATION?The focus of the reseach paper is Host Intrusion Detection Systems (HIDS) or AntiVirus Systems. Computer Virus creates major headaches for most organizations, as this list of 10 worst PC virus outbreaks shows.

/in /by

HOW CAN ONE PROTECT AGAINST VIRUS OUTBREAKS IN AN ORGANIZATION?The focus of the reseach paper is Host Intrusion Detection Systems (HIDS) or AntiVirus Systems. Computer Virus creates major headaches for most organizations, as this list of 10 worst PC virus outbreaks shows.
The focus of the reseach paper is Host Intrusion Detection Systems (HIDS) or AntiVirus Systems. Computer Virus creates major headaches for most organizations, as this list of 10 worst PC virus outbreaks shows. These viruses combined have caused damages into the billions of US Dollars. How can one protect against virus outbreaks in an organization? What are the common causes of this problems? How would use address this troublesome trend? Use your textbook, internet, and other publications to research this topic. The rubric for this assignment can be viewed when clicking on the assignment itself.
Paper Requirements:
APA FormatNumber of Pages: Minimum of 3 Pages not including Cover, Table of Contents and References.Safe – Assignment comparison will be done

 
. .

The post HOW CAN ONE PROTECT AGAINST VIRUS OUTBREAKS IN AN ORGANIZATION?The focus of the reseach paper is Host Intrusion Detection Systems (HIDS) or AntiVirus Systems. Computer Virus creates major headaches for most organizations, as this list of 10 worst PC virus outbreaks shows. appeared first on nursingessayswriters.com.
 
Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!Use Discount Code “Newclient” for a 15% Discount!NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

RESPONSE 1: Social Learning, Exchange, and Behaviorism Theories in Social Work Practice

/in /by

RESPONSE 1: Social Learning, Exchange, and Behaviorism Theories in Social Work Practice

 

Respond to two colleagues who chose the two theories you did NOT choose for your post.

 

·       Use the theory that neither of you used in your posts to explain how that third theory might apply to the population your colleague discussed. For example, imagine that your post is about social learning. Jane’s post is about exchange theory, while Steve’s post is about behaviorism. You would respond to Jane’s post by discussing behaviorism. Then you would respond to Steve’s post by discussing exchange theory.

 

 

Colleague 1: Dalicia

 

A brief description of the theory and the population you selected.  The theory that I have selected is the social learning theory.  Robbins, Chatterjee, & Canda (2012) stated that “social learning theory is the school of behavioral thought that has best combined internal and external processes” (pg 351). This theory is based on how individuals adapt and adopt to different environments base of their behavior and cultural norm. Robbins, Chatterjee, & Canda (2012) stated that social learning theory offers a synthesis of cognitive psychology and principles of behavior modification in addition to an analysis of social influence on development. The population I would use with this theory is young children. Younger children from the ages of 3 to 5 because children learn how to adapt to different things or environment based on learn behaviors from adults.

 

Then explain how that theory might contribute to social work practice with the population you selected.  Using this theory could contribute to the social work practice with the populations of younger children due to understanding why a child act a certain way around their mother or father. With the social learning theory a bobo doll experiment was use to see gain understanding of the fears and anxiety of the child. Using this in the social work practice would help me as a social worker to be able to communicate with the child non-verbally because non verbal communication is how younger children communicate. The social learning theory would help me understand what behavior the parent uses around the child that causes the child to show fear. This theory would also give me understanding on why the young child cannot adapt too many situations and also the child cognitive functioning. Another reason social learning theory would contribute to social work practice with the population that is selected is that it would help me gain understanding on the reason the child have a negative reaction to some things; in which many individuals would called it a social norm but this theory calls it copying. Many younger children tend to copy things and it becomes a learn behavior which can make it hard for the younger child to adapt to different situations. This theory would lead me as a social worker in helping the child to use different coping skills to help change their adaptation from what was socially learn to be able to help the child as they grow older and to help the parents gain an understanding of their child behavior.

 

Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.

 

 

 

 

 

Colleague 2: Tiffany

 

The theory that I have chosen for this discussion is the behaviorism theory. The behaviorism theory is mainly related to learning and adapting to new settings, environments, and situations (Robbins et al., 2012). It is often classified into two categories which include classical behaviorism and neobehaviorism.  The two main processes through which learning occurs are identified as classical conditioning and operant conditioning (Robbins et al., 2012). Classical conditioning places emphasis on learning that is associated when a naturally eliciting stimulus is paired with a neutral stimulus (Robbins et al., 2012). Operant conditioning focuses on the importance of reinforcement rather than connecting of one stimulus with another (Robbins et al., 2012). It also emphasizes consequences of behavior and states that behavior is shaped and maintained by its consequences (Robbins et al., 2012). Operant conditioning also places significance on reinforcement and the role it plays in strengthened behaviors. This concept is based on the implications that are provided for negative or positive responses (Robbins et al., 2012).

The population that I selected is children with behavior challenges associated with the autism spectrum disorder. Working with children with behavioral problems can be challenging. Therefore, it is important that we seek services, interventions, and behavioral approaches that can assist with changing or decreasing a child’s negative behaviors. By incorporating more behavioral services into our treatment plans and working with families on how to shape, reinforce, and have consequences for behaviors will provide a more stable approach. The behaviorism theory can assist social workers with learning different methods that will provide an understanding of how stimulus, conditioning, responses, and learning can be integrated during the treatment planning stage. These approaches can teach children different skills and assist with finding positive replacement behaviors.

The behaviorism theory can help with providing an understanding of the importance of consequences, reinforcement, shaping behavior, and help with incorporating a reward system into the child’s daily schedule (Robbins et al., 2012). This concept will assist with providing structure not only for the child but also for the family system. The theory will also help me with becoming more informed in order to be more efficient in my practice when providing services and techniques in my treatment plans. The behaviorism theory will enhance my skill set when working with this population and assist me with developing different procedures and methods to utilize in my daily practice. Lastly, this theory will help with being mindful of interactions, engagement, communication, and body language when working with children with autism. These abilities will help when building rapports, bridging the communication gap, and assist with changing behaviors.

Within society, we have seen a need for an increase in services for this population in the recent years. The issues that children with autism and their families face on a daily basis can be overwhelming and difficult to cope with at times. As social workers, we must work with families on providing them with the educational element and the knowledge for them to be advocates for their children and seek better services.

 

References 

Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A

critical perspective for social work (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.

 

 

 

 

RESONSE 2: Transpersonal Theory

 

Respond to at least two colleagues in one of the following ways:

o   Offer an example of how you have witnessed or may witness transpersonal theory in social work practice.

o   Share an insight from having read your colleague’s posting.

o   Offer and support an opinion about the use of transpersonal theory with clients who hold different belief systems based on what your colleague described.

 

Colleague 1: AnnaVi

 

Transpersonal Social Worker

A transpersonal social worker respects an individual’s choice in religion or cultural preferences. Robbins et al., (2012) suggest that knowledge of transpersonal theories help social workers understand and become knowledgeable in different religion and spiritual beliefs to enhance skills that promote respect.

Influence in Social Work Practice

Social workers competent in transpersonal theories have knowledge and skill to work with individuals who are deeply rooted with spirituality and religion beliefs. Transpersonal skills can influence the social work practice through empowerment of clients by encouraging the acceptance of diversity. As social workers, we have our own choice of religion and spiritual beliefs, however we must remain open-minded, nonjudgmental, and accepting of others to provide the best service we can for our clients. Robbins et al., (2012) suggest that social workers are faced with the challenge to spread and appreciate the diversity of religion.

Helping Clients

According to Maslow (1968) as found in Kalisschuk (2009), “the transpersonal self extends beyond personal identity and meaning to include a “meaningfulness and equanimity with self and other” (p. 391). I would encourage my clients to share information about their religious beliefs and empower them to continue the healthy habits within that belief. Social workers can encourage individuals to practice self-care that promotes healthy functioning and personal growth that endorses their well-being. (Kalisschuk, 2009).

Kalisschuk, R. G., & Nixon, G. (2009). A transpersonal theory of healing following youth suicide. International Journal of Mental Health and Addiction, 7(2), 389-402. Retrieved from the Walden Library databases.

Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Upper Saddle, NJ: Allyn & Bacon.

 

 

Colleague 2: Aimee

 

What it means to be a transpersonal social worker

A transpersonal social worker is described by Watson (1999) as an individual who looks at the whole person and their ability to “self-extend beyond personal identity and meaning to include a “mindfulness and equanimity with self and other”, (as cited by Kalischuk & Nixon, 2009). In other words, a social workers ability to be mindful of outside factors which play into a person’s identity, such as spirituality.

Explanation of the influences of transpersonal theory and own belief system on social work practice

The influences of transpersonal theory on my belief systems are to remain open minded when working with clients whose beliefs differ from mine. Always analyze the situation if it feels uncomfortable to me and utilizes my supervisor if feeling that the client’s beliefs are impacting my ability to work with them. According to Robbins, Chatterjee, and Canda, A social worker aware of their own individual growth and the client’s growth and be able to use self-reflection on an ongoing continuum (2012).

Explanation of how you might help clients with belief systems that differ from your own.

As a social worker, I need to remain mindful of individuals spirituality and religious beliefs.  Social workers need to take a holistic approach a treat the whole person not just the problem. Many aspects of an individual’s environment play a role in the problem. Social workers need to develop skills which properly address all aspects of the individual. The social worker needs to remain aware of the differences in belief systems and use skills to manage feelings and concerns so that we can remain accepting of all individuals and their differences.

References

Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Upper Saddle, NJ: Allyn & Bacon.

Kalischuk, R., & Nixon, G. (2009). A Transpersonal Theory of Healing Following Youth Suicide. International Journal Of Mental Health & Addiction, 7(2), 389-402. doi:10.1007/s11469-009-9193-5

 

RESPONSE 3: Controversy in Psychopharmacological Intervention to Treat Substance Abuse Disorders

 

Respond to two of your colleagues’ posts by:

o   Extending your colleague’s Discussion with additional support for the stance 

o   Offering a different psychotropic drug treatment than your colleague and supporting its use with evidence

o   Refuting the use of the selected medication and providing evidence to support your stance from the Learning Resources and other scholarly sources

 

Colleague 1: Fatima

 

According to Lichtblau (2011), alcohol and opioids are the drug of choice for those looking to escape their problems. Opioids produce an analgesic effect. Buprenorphine is a drug that is used in opioid addiction treatment.  It is an opioid and is a partial agonist, therefore, its effects are weaker than a full agonist  (Lichtblau, 2011). Buprenorphine decreases cravings for opioids, prevents withdrawal, and is less sedating  (Lichtblau, 2011).  It also has a ceiling effects, which means that it does not produce the euphoria as other opioids and so it has a lower abuse potential (Lichtblau, 2011).

 

A study which looked at the effectiveness of buprenorphine in management of opioid dependence found it to be highly effective when compared to a placebo (Mattick, 2014). Buprenorphine at high doses is very effective and is also effective as a maintenance drug in flexible doses adjusted to the individual’s need (Mattick, 2014). Common side effects of buprenorphine include constipation, dizziness, drowsiness, headache, nausea, and sedation (drugs.com, n.d.). According to The Substance Abuse and Mental Health Services Administration (SAMHSA), medication assisted treatment is the most effective treatment for opioid addiction (Steiker, Comstock, Arechiga, Mena, Hutchins-Jackson, & Members of the Maintenance and Recovery Services Relapse Prevention, 2013). Use of buprenorphine for opioid addiction treatment has increased significantly since it was introduced in 2002 (Steiker et. al, 2013). Compared to methadone, “buprenorphine may be given 3 times a week, enabling the users to have a better professional and social rehabilitation and generally, better quality of life” (Šimunović, Martinac, Dragić, Bevanda, & Babić, 2014). Higher doses of buprenorphine are also better tolerated than high doses of methadone, are less addictive, and seldom lead to the development of tolerance (Šimunović, et. al, 2014). Buprenorphine can also be used as a substitute for methadone treatment.

 

The most common controversy surrounding the the use of medication to treat opioid addiction is that idea that one is simply replacing one drug with another (Steiker et. al, 2013). However, buprenorphine is a treatment that helps people live normal lives and it also does not produce euphoria like an opioid thus it prevents one from getting high. Buprenorphine is used in medication assisted treatment programs (MAT) in combination with psychological services, therefore, there is a holistic approach (Steiker et. al, 2013). It has been proven time and time again that abstinence does not work in addiction, therefore, is necessary. MAT is also an evidence based practice that has shown to be effective in opioid treatment.

 

Holleran Steiker, L., Comstock, K., Arechiga, S., Mena, J., Hutchins-Jackson, M., Kelly, K., &

Members of the Maintenance and Recovery Services Relapse Prevention, G. (2013). Medication Assisted Treatment (MAT): A Dialogue With a Multidisciplinary Treatment Team and Their Patients. Journal Of Social Work Practice In The Addictions, 13(3), 314-323. doi:10.1080/1533256X.2013.814488

 

Lichtblau, L. (2011). Psychopharmacology demystified. Clifton Park, NY: Delmar, Cengage

Learning.

 

Mattick, R. P. (2014). Buprenorphine maintenance versus placebo or methadone maintenance for

opioid dependence. Cochrane Database Of Systematic Reviews, (2),

doi:10.1002/14651858.CD002207.pub4

Šimunović, M., Martinac, M., Dragić, M., Bevanda, M., & Babić, D. (2014). Anxiety and

depression in opiate addicts treated with methadone and buprenorphine. Alcoholism: 

Journal On Alcoholism & Related Addictions, 50(2), 123-137.

 

 

 

 

Colleague 2: Aisha

 

Buprenorphine (Subutex, Suboxone) is used to treat individuals who are addicted to opioids (Lichtblau, 2011). Buprenorphine intended effects is to enable opioid addicted individuals to stop the use of opioids such as morphine, oxycodone and heroin; without experiencing withdrawal symptoms (Lichtblau, 2011). According to Lichtblau (2011)“buprenorphine carries has lower risk of abuse, dependence and side effects compared to a full opioid agonist” (p.101). Some of the major side effects of buprenorphine is blurred vision, confusion, difficulty breathing, dizziness or light headedness (Lichtblau, 2011).

 

I believe one of the main controversy surrounding medications to treat substance abuse is using another drug to treat addiction. Although the substance used to treat addiction is legal it is still a drug individual become dependent on. I guess you could call it a therapeutic addiction, especially; with the treatment of full opioid medications. It is true using treatment such as methadone is a maintenance therapy which is a switch from an illegal drug to a legal drug (Lichtblau, 2011). The use of the medications allows clinician to be able to deal with individuals behaviors that maintains the substance abuse disorders (Lichtblau, 2011). A doctor I worked with once told me, if individuals would detox without use of medications, they probably would not use drugs anymore.

 

Reference

 

Lichtblau, L. (2011). Psychopharmacology demystified. Clifton Park, NY: Delmar, Cengage Learning.

 

 

Discussion 4: Evaluating Substance Abuse Client Cases

 

Respond to two of your colleagues’ posts that posted to a different case study than you by: 

o   Extending your colleague’s Discussion with additional support for the factors that indicate the appropriateness of the medication

o   Providing a different perspective on the role of the mental health professional in monitoring side effects

o   Refuting the use of the selected medication and providing evidence to support your stance from the Learning Resources and other scholarly sources

 

Colleague 1: Kendra

 

he scenario that I chose is the case scenario of Angela. Angela is 41 years old and resides in Durham, NC.  Angela has been smoking cigarettes for as long as she can remember.  Angela’s friends have all quit smoking, but she has continued to smoke. Lately, Angela’s friends have quit coming around and she believes it’s because she continues to smoke.  Angela has decided that it is time for her to quit smoking. Despite her many years of smoking, Angela does not consider herself to be an addict.  She doesn’t consider herself to be an addict since she does not use drugs, drink alcohol, or take pills. Angela smokes on average two to three packs of cigarettes a day. Previously she tried to quit smoking by using the nicotine patch but was unsuccessful.  Since the nicotine patch was unsuccessful Angela is interested in cognitive behavioral treatment.  She has admitted that in order for her to quit she has to have her mind off of smoking and focused on quitting.  As Angela’s worker I would not recommend the nicotine patch since she has already tried it.

I would however recommend Nicotine Replacement Therapy also known as NRT.  NRT works by making it easier to abstain from tobacco by partially replacing the nicotine previously obtained from tobacco.  There are at least 3 mechanisms by which NRT could be effective: reducing general withdrawal symptoms, thus allowing people to learn to get by without cigarettes, reducing the reinforcing effects of tobacco-delivered nicotine, and exerting some psychological effects on mood and attention states.  According to Lande (2017), “Nicotine replacement medications should not be viewed as standalone medications that make people stop smoking; reassurance and guidance from health professionals are still critical for helping patients achieve and sustain abstinence.” Along with the NRT I would recommend a prescription of Varenicline tartrate (Chantix).  Chantix is a medication that recently received FDA approval for smoking cessation. This medication may help people quit by easing withdrawal symptoms and blocking the effects of nicotine if people resume smoking. Side effects of Angela being on Chantix include nausea, stomach pain, indigestion, constipation, gas, vomiting, headaches, weakness, and tiredness. According to Stoppler (2017), “Chantix is not addictive and is not a controlled substance; however, some patients may experience irritability and sleep disturbance if Chantix is abruptly discontinued. Patients may experience psychiatric symptoms such as behavioral changes, agitation, depressed mood, and suicidal behavior while using Chantix.”

 

Reference

Lande, G. (2017, June 27). Nicotine Addiction Treatment & Management. Retrieved July 25, 2017, from http://emedicine.medscape.com/article/287555-treatment#d9

Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017). Handbook of clinical psychopharmacology for therapists (8th Ed.). Oakland, CA: New Harbinger. Chapter 14, “Substance-Related Disorders” (pp. 153-160).

Stoppler, M. (n.d.). Common Side Effects of Chantix (Varenicline) Drug Center. Retrieved July 25, 2017, from http://www.rxlist.com/chantix-side-effects-drug-center.htm

 

 

 

 

Colleague 2: Sherri

 

An explanation of the factors that indicate the appropriateness of the medication in potentially treating the client’s substance abuse

Case 1: Constantine is a 28-year-old Turkish immigrant. He Has been recently diagnosed with liver failure and cirrhosis this is related to his heavy daily drinking habits. Preston authored, “Alcoholism affects 5 to 10 percent of the adult population” (2017). Constantine self-disclosed he has been drinking the last ten years and was drinking a least a bottle of scotch a day. He reports he tried to quit once in the past but returned to alcohol because he says his blood pressure skyrocketed. He seems to understand the health implications if he quits drinking and he realizes he will die if he keeps drinking. Constantine has taken his physician’s advice and is entering into day treatment and counseling. According to the stages of change cycle, Constantine is at the action stage as he is aware of his problem and has moved past preparing to take action and he has taken necessary action to register at a day treatment facility and get counseling. To add to his treatment plan of counseling, day treatment, Antabuse will be added to help reduce his desire to drink.

An explanation of the expected side effects of the medication and the mental health professional’s role in monitoring these side effects

Antabuse works by interfering with the body’s ability to absorb alcohol. Preston and et al., authored, “Antabuse, a medication used to assist in the maintenance of abstinence. Disulfiram causes an accumulation of acetaldehyde if a person drinks alcohol while taking it, which leads to an unpleasant and potentially dangerous reaction involving flushing, throbbing headache, nausea, and vomiting” (2017). As a mental health professional, Antabuse should never be prescribed to a patient who is intoxicated or withdrawing. Antabuse is best to be monitored as a medication management to help support sobriety through psychopharmacology and supportive therapy.

 

A justification of the medication to advocate for its use to encourage the client to continue with treatment

Antabuse could help Constantine with staying sober since Antabuse supports sobriety. Antabuse could be used in conjunction with his day treatment and counseling as a deterrent from alcohol.  According to an addictionstaff.com news article, it states, “Patients taking deterrent drugs, including Antabuse, had abstinence rates that were approximately 50% higher than those who did not. Additionally, those who took the drugs for longer than 20 months showed the highest rates of abstinence” (n.d.).

 

References

Document: Substance Abuse Case Studies (PDF)

Preston, John D.; O’Neal, John H.; Talaga, Mary C.. Handbook of Clinical Psychopharmacology for Therapists (2017). New Harbinger Publications. Kindle Edition. 

Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code “Newclient” for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

The post RESPONSE 1: Social Learning, Exchange, and Behaviorism Theories in Social Work Practice appeared first on My Nursing Experts.