Write a 250-300 word journal in APA format entry sharing your views on this matter.  Speculate how and/or why friends can impact romantic relationships.

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Instructions

 

Given that people in close relationships have considerable information about their partners, it is not surprising that they can predict their relationship state and fate.  However, couples are prone to “develop various mental biases that serve to promote the continuation of the relationship and buffer the intimates from the more negative aspects of a relationship” (Agnew et al., 2001, p. 1042).  Although such distortions may be adaptive to relationship stability, the positively biased views may detract from the predictive value of couples’ own evaluation regarding relationship fate.  Thus, in order to obtain less biased views of a couple’s relationship (Agnew et al. (2001) investigated how well heterosexual couples’ social network can prognosticate the outcome of the couple’s relationship.  The researchers found considerable overlap between friends and the couple’s own perceptions of their romance; however, the friends’ perceptions tended to be more negative.  Because women tend to self-disclose relationship information more to their friends than do men, friends of the female couple member were more successful at predicting relationship dissolution.  In addition, the couples whose social networks overlap had more stable relationships.  An interesting implication of this research is that just as the self is socially constructed, social networks can have a profound influence on the fate of relationships.

 

 

 

Write a 250-300 word journal in APA format entry sharing your views on this matter.  Speculate how and/or why friends can impact romantic relationships.  Support your discussion integrating terms/concepts from both Chapters 8 and 9 (See attached pdf files).  Include at least one reference.

W6E1 Mental Health & Wellness Blog Post 2: Chronic Illness and Grief

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For your Mental Health blog, imagine you have been asked to blog about chronic illness and grief. Citing two to five scholarly sources, write a blog post, (500-750 words) discussing the following:

  1. Explain the impact a life threatening illness has on the individual and his/her loved ones.
  2. Discuss the challenges of caring for a loved one living with a life threatening illness.
  3. Explain the four primary dimensions of care (physical, psychological, social, and spiritual) in layman’s terms that readers can understand.
  4. Explain the application of spirituality in dealing with a loved one with chronic illness. How might they (the caregiver and the ill person) use their spirituality to cope with the experience? Provide at least three examples.

You may use  Microsoft Word templates, creative fonts, and small file images to create your blog post.

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

How would you proceed as a family therapist in an initial session if you saw the entire family? What issues would you want to discuss with this family at the first meeting?

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Discussion 1

please be sure to watch the Got Amenities video linked here: https://www.youtube.com/watch?v=67hrS6lXYyM&feature=youtu.be

Success is not a “by chance” thing; it is intentional. Whether it is in our personal lives, school, or profession/work, success is something fostered through our own initiative. In fact, in the Leader Insights video, Amelia Manning talked about success as knowing what resources to draw upon, regardless of whether you are a student or leader. Resources can take many shapes and forms. Some resources are tangible things like tools and apps, while others may include people and services. Even our own skills, which we continually develop, can be considered a resource to help us achieve our goals.

This week, you are learning more about reading and retention in the textbook, in addition to exploring some of SNHU’s many amenities (resources) for students. Taking these things into consideration, and considering that success is intentional, work to address the following:

1. How does knowing more about yourself enable you to find the “right” resources to draw upon? Now, provide an example of a time when you talked yourself out of using a resource or asking for help. What caused that internal conversation to occur, or what made you hesitate? How might you overcome that hesitation in the future?

2. As you look at your available resources, what is one SNHU resource/amenity that you can draw upon to help you intentionally reach your goals? What is a resource outside of SNHU that will assist you as well? Explain why you chose these resources and how they will help you achieve intentional success.

Discussion 2

 

Select a dysfunctional family from a movie, television show, book, or other common media.

Focus on one of the characters and answer the following questions:

If you were to counsel this person from a systemic perspective, would you be inclined to work with his or her entire family? Why or why not?

What are the themes that interest you the most in this case? Why?

How would you proceed as a family therapist in an initial session if you saw the entire family? What issues would you want to discuss with this family at the first meeting?

If you believed in the value of seeing the family as a unit for one or more sessions, how might you go about getting the entire family to come in? Assume that all agreed to attend one session. What would be your focus, and what would you most want to achieve in this family session?

What are the key dynamics of the family as a system? What does the family atmosphere seem like?

Do you see any aspects of yourself in this case? Can you identify with any of the family members? How do you think this similarity or dissimilarity would help or hinder you in working with this family?

(Optional) If you can find a clip on the internet that provides the rest of the class with a glimpse into the family interactions, it would be extremely helpful.

Please include in your answer some of the following “family systems” terminology: accommodating, family systems theory, boundary, functional family, coaching, fusion, closed family system, genogram, developmental lens, gender lens, detriangulation, identified patient, differentiation of self, joining, disengagement, meta frameworks, dysfunctional family, mistaken goals, emotional cutoff, multicultural lens, emotional divorce, multi-generational transmission process, enactment, multi-lensed family systems approach, enmeshment, nuclear family emotional system, organization lens, experiential therapy, open family system, paradoxical directive, patriarchy, family atmosphere, personal priorities, family constellation, process lens, family dysfunction, family life chronology, reframing, family life cycle, restraining, family myths, sequencing, family of origin, strategic therapy, family projection process, structural therapy, family rules, triangle, family sculpting, triangulation, family structure, teleological lens.

· Explain the importance of empowerment in group work and strategies of empowerment that you might implement with this group.

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Discussion1: Group Dynamic

Support groups offer a place where individuals who are dealing with difficult situations or conditions can find support and comfort. Many hospitals and agencies offer support groups for individuals living with a serious illness such as breast cancer. Someone living with a diagnosis of breast cancer might feel isolated, and a support group allows members to share similar experiences and feel that they are not alone. It is the role of the social worker to oversee the group dynamic and ensure that all members feel comfortable and safe sharing a very intimate part of their lives.

For this Discussion, review the “Breast Cancer Support Group” case study.

· Post your description of the group dynamic (communication, cohesion, social integration, influence) of this support group. 

· Explain the interaction patterns and the level of group cohesion.

· Describe the social worker’s role in empowering members of the group.

· Explain the importance of empowerment in group work and strategies of empowerment that you might implement with this group.

References (use 3 or more)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

“Working With Groups: Breast Cancer Support Group” (pp. 35–36)

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Chapter 3, “Understanding Group Dynamics” (pp. 67–97)

Drumm, K. (2006). The essential power of group work. Social Work With Groups, 29(2–3), 17–31.

Van Uden-Kraan, C. F., Drossaert, C. H., Taal, E., Shaw, B. R., Seydel, E. R., & van de Laar, M. A. (2008). Empowering processes and outcomes of participation in online support groups for patients with breast cancer, arthritis, or fibromyalgia. Qualitative Health Research, 18(3), 405–417.

Working With Groups: Breast Cancer Support Group

I am a social worker employed in the oncology department of a hospital. The department offers a weekly support group for breast cancer survivors, which I facilitate. The department team decided the group would not be structured but would be revolving and open-ended. The support group meets every Wednesday morning from 10:00–11:00 a.m. in the conference room in the oncology building. I assisted the department in developing fliers, which were placed at the reception desk in the radiation department where they are given to patients as they sign in for their radiation treatment.

I currently have six women in the support group of varying ages and cultural backgrounds. Group attendance fluctuates due to the open-ended revolving status, and I can have as many as 10 women in a group at any given time. I facilitate this group in an informal manner, letting the conversation and topics flow as the patients direct. I encourage all the women to share, but there are a few who dominate the group and group topics, making it difficult for those who are not as outgoing to speak up and discuss what is on their minds. I have also noticed that the support group can deteriorate when the conversation focuses on forms of treatment and when the participants begin to compare treatments. This often causes some participants to panic and voice concerns that they may not be receiving proper or adequate treatment. At these times the group can become slightly chaotic with cross talking and the more dominant women offering suggestions. I have addressed this issue by reminding the group members that they have different stages and forms of breast cancer, and therefore treatment plans will vary.

While it was determined at its conception that this would primarily be a support group, I felt it might be more beneficial to the participants to have a more structured and topic-focused group. I met with my supervisor to discuss my concerns and the possibility of making some changes in the organization of the group. My supervisor listened to my concerns and suggested I go around the room giving each member of the support group an opportunity to discuss what is on their mind but was not inclined to make any other changes in the group structure.

After several similar group meetings, I met with my supervisor again to discuss the most recent sessions and the issues the patients presented to me. As a social worker, I felt it was important not just to listen closely to the needs they expressed, but also to provide the forum and support to meet those needs. I felt this included psychoeducation and structured topics for each week. My supervisor recognized my concerns and desire to make this a more meaningful and supportive experience for the patients but was unsure if administration would agree to make any changes to the current group structure. I asked if I could present the changes I would like to make and the rationalization for these changes at the next department meeting and was told I could.

I realized I could not address every concern that was presented to me by the patients, but I wanted to incorporate as many as possible. I developed a 6-week series that included discussion and information on developing family support by asking spouses and significant others to attend at least one session; nutrition information and meal planning with the assistance of our hospital dietitian; exercise plans developed with the physical therapy department; and information on complementary forms of treatment such as yoga and tai chi. I sought out venues such as local libraries and town centers where these classes were available for free or at minimal cost, and I suggested I could also lead a guided imagery group and teach relaxation techniques. I said I would also reach out to local shops for information and possibly recruit owners to be guest speakers to discuss how to choose a wig or purchase a prosthesis.

I met with my supervisor prior to the department meeting, and she reviewed and approved my presentation. I presented my plan to the department administration who informed me they will take it under advisement and let me know if I can move forward.

(Plummer 35-36)

Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.

Discussion 2:  Week 5 Blog

Referring to your process recording from last week, consider the topics covered in this week’s resources and incorporate them into your blog.

Post a blog post that includes:

· An explanation of how you have addressed intervention or how you might address intervention in your field education experience at a military mental health clinic

References (use 2 or more)

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 7, “Social Work Practice in the Field: Working with Groups” (pp. 156-185)