Identify at least two risk factors relating to client’s developmental stage, and how you might address these using stage-focused interventions and goals.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Van Wormer, K., & Davis, D. R. (2018) and/or American Psychiatric Association. (2013). Assignments should, however, adhere to graduate-level writing and be free from writing errors. I have also attached my assignment rubric so you can see how to make full points. Please follow the instructions to get full credit. I need this completed by 03/23/19 at 5pm.

Assignment – Week 4

Top of Form

Developmental Influences and Considerations Application

Research has shown that for most people, problems associated with addiction often begin during adolescence. The unique developmental processes of this stage put individuals at a higher risk for substance misuse, and can have long-term detrimental effects on both substance and behavioral regulation. Research also indicates that challenging life experiences—such as abuse or traumatic loss—also increase risk of addiction, though not with the same impact across the lifespan. What developmental considerations might aid a counselor in better understating the role and impact of developmental stage on addiction?

For this Assignment, please select one of the three clients from the case studies provided in the Learning Resources this week.

Complete a 3- to 4-page paper in which you do the following:

· Provide a brief conceptualization of the client, including developmental considerations.

· Identify at least two risk factors relating to client’s developmental stage, and how you might address these using stage-focused interventions and goals.

· Describe how a developmental lens can inform your efforts to effectively facilitate assessment, diagnosis, and treatment.

· Justify your response with specific references to this week’s Learning Resources and the current literature

Required Resources

Readings

  • Van      Wormer, K., & Davis, D. R. (2018). Addiction treatment: A      strengths perspective (4th ed.). Boston, MA: Cengage.
    • Chapter       12, “Gender, Sexual, and Sexual Orientation Differences” (pp. 473-505)
    • Chapter       6, “Addiction Across the Lifespan” (pp. 243-293)
  • American      Psychiatric Association. (2013). Diagnostic and statistical manual      of mental disorders (5th ed.). Washington, DC: Author.
    • “Substance-Related       and Addictive Disorders” (pp. 481–589)
  • Becker,      J. B., Perry, A. N., & Westenbroek, C. (2012). Sex differences in the      neural mechanisms mediating addiction: A new synthesis and      hypothesis. Biology of Sex Differences, 3(1), 1–35.
    Retrieved from the Walden Library databases.
  • Lanfear,      C., Akins, S., & Mosher, C. (2013). Examining the relationship of      substance use and sexual orientation. Deviant Behavior, 34(7),      586–597.
    Retrieved from the Walden Library databases.
  • Mitchell,      M. R., & Potenza, M. N. (2015). Importance of sex differences in impulse      control and addictions. Frontiers in Psychiatry, 6, 1–4.
    Retrieved from the Walden Library databases.
  • Padilla,      Y. C., Crisp, C., & Rew, D. L. (2010). Parental acceptance and illegal      drug use among gay, lesbian, and bisexual adolescents: Results from a      national survey. Social Work, 55(3), 265–275.
    Retrieved from the Walden Library databases.
  • Document: Abstinence Exercise (PDF)
  • Document: Week 4 Case Studies (PDF)

Discuss how the key concepts in the chapter may be used to describe Brian and his family.

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Brian Smith is a 4-year-old who resides with his mother, father, and younger brother Luke in a four-bedroom home in a comfortable suburban neighborhood.  Brian’s father is a civil engineer and his mother is a dietitian. As a newborn, Brian was described as a “fussy” baby who did not enjoy being held by others, including his parents. As he grew, Brian’s parents coped by minimizing their interactions with him, often encouraging him to play by himself. Although he is able to talk, he prefers to express his needs by grunting and mumbling.  His pediatrician has recommended speech therapy to encourage him to use a greater vocabulary on a regular basis,  Brian’s parents are hesitant to “label him” as a “special needs child” at this young age and have declined any intervention at this time.

 

Brian has had four different childcare providers since he was six months old. For the past year, he and Luke have spent weekdays with their childcare provider, Tracy, who cares for three additional children under age seven, two of whom frequently wrestle, throw food and hit each other during the day. Last year, Brian’s parents decided to enroll him in a pre-school program five days per week.  Brian attended exactly two weeks before his parents were contacted over concern that he was constantly hitting others and throwing toys.  Rather than work with the pre-school, Brian’s mother decided to return him to Tracy’s house, explaining that the pre-school did not understand the energy level of boys. Tracy describes Brian as exasperating but has been reluctant to discuss her concerns with the Smiths, for fear that they will remove Brian and Luke from her care, and she needs the money.

 

In addition to his preschool classmates, Brian has been aggressive with his now 2-year-old brother Luke since Luke was an infant. For example, he has hit Luke, smashed toys over his head, and recently ran Luke over with his tricycle.  Brian’s father has become increasingly frustrated as he struggles to communicate with his son.  He responds to Brian by yelling and demanding that Brian speak clearly.  Interactions with his father often result in Brian screeching, biting his own arm, or throwing objects. Brian’s mother attributes much of Brian’s behavior to being a “toddler boy.” She disciplines him by attempting to explain the reasons his behavior is “not nice.” Brian’s father has begun implementing time-outs as a means of discipline.

 

1) Discuss how the key concepts in the chapter may be used to describe Brian and his family.

 

2) What additional information would be helpful to have about Brian?

 

Focus and Organization (10 points): the topic clearly stated and the paper is organized with an

introduction, discussion of the issues and a conclusion.

Thorough discussion of the assigned readings (10): the paper discusses the assigned readings in relation

to the topic.

Correctness (10): there is correct usage of grammar, syntax, spelling, and correct usage of APA

 

guidelines.

Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis.

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Selected Case :  Tiffani Bradley

 

  • 1- Focus on the identified client within your chosen case.
  • 2- Analyze the case using a systems approach, taking into consideration both family and community systems.
  • 3- Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis.

In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.

The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.

Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Brofennerbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system.

To prepare: Select and focus on one of four case studies listed in the Learning Resources. You will use this same case study throughout the course.

Respond to the questions below each link. Use paragraph format to write your assignment. Include the title for each video, the question prompts, and your responses to the question prompts.

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Assignment #4 Methodology: English Language Teaching Methods (20 points)

The purpose of this assignment is to become familiar with a variety of methodologies, strategies, best practices, and instructional techniques used to teach English as a second language.

For this assignment, you will view 5 videos of teachers instructing English language learners in various locations around the world and in the United States using various methods and strategies.

Include and introduction with the following information: title of the video, grade level, subject area, and cultural background of the students.

Respond to the questions below each link. Use paragraph format to write your assignment. Include the title for each video, the question prompts, and your responses to the question prompts.

ESOL Methodology and Strategy Videos

  1. SIOP Model for Teaching English Learners – Lesson Delivery

SIOP Model for Teaching English Learners – Lesson Delivery (Links to an external site.)SIOP Model for Teaching English Learners - Lesson Delivery

The direct instruction of the lesson is fact and opinion. What are the content and language objectives for this lesson?

What tools does the teacher use to teach?

What did the “inside outside circle” review about what was taught in the lesson?

  1. Total Physical Response to Teach Vocabulary  https://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr (Links to an external site.)

What strategies does the teacher use to teach the vocabulary through Total Physical Response (TPR)?

How do the students learn the words in this method?

How do students use their bodies in this method?

  1. Shaping the Way we Teach English Module 7 Learning StrategiesShaping the Way We Teach English: Module 07, Learning Strategies (Links to an external site.)Shaping the Way We Teach English: Module 07, Learning Strategies

What are the metacognitive and cognitive strategies discussed?

How did the teaching strategies effect learning?

What are characteristics for successful self-directed learning strategies for students?

  1. Shaping the Way we Teach English Module 2 Building Language Awareness Shaping the Way We Teach English: Module 02, Building Language Awareness (Links to an external site.)Shaping the Way We Teach English: Module 02, Building Language Awareness

What are some characteristics of language awareness?

What are the best practices for language use as stated in the video?

How are classroom techniques used to improve language awareness?

  1. Culturally responsive instructionCulturally Responsive Teaching and Learning.flv (Links to an external site.)Culturally Responsive Teaching and Learning.flv

What is the evidence for culturally responsive instruction listed in the video?

How would you implement culturally responsive instruction?

How were the students engaged in the video lesson?

Rubric

Assignment #4 Methodology: English Language Teaching Methods (20 points)

Element

Not Met

0 – 13 points

Met

14 – 18 points

Exceeded

19 – 20 points

Introduction

(4 points)

Most information about the title of the video, grade level, proficiency level and cultural background of the students in the videos is not listed.

Complete information including the title of the video and grade level, of the students in the videos are listed in the written assignment.

Complete information including the title of the video and, grade level, and cultural background of the students in the videos are clearly and comprehensively listed in the written assignment.

Answers to questions for ELL videos

(15 points)

Written responses to the questions for less than 5 videos was completed. The answers are not correct for all of the videos.

Written responses to the questions for all 5 videos. Some minor errors in responses to the questions may be present.

Correct written responses to the questions for all 5 videos. The answers are based on specific examples from the videos.

APA format

(3 points)

The assignment was not written in paragraph format.  The assignment had numerous writing and APA format errors. The assignment may be submitted late.

The assignment is written in paragraph format. APA format is used and the assignment was free of most written errors and may be submitted on time.