Activity outline
File attached
The purpose of this assignment is to reflect on and analyze ethical considerations when working with families of children with special needs. Directi
The purpose of this assignment is to reflect on and analyze ethical considerations when working with families of children with special needs.
Directions:
- Using the course content and the steps to ethical problem solving here (https://www.naswma.org/page/100/Essential-Steps-for-Ethical-Problem-Solving.htm) complete a problem-solving approach to two of the case studies.
- Case Study #1: The IEP deadline for Gerald is on Monday and his parents are not free to meet until the following Friday. You’ve tried contacting them by phone for two weeks and planned to meet on Monday without them. They have a desire to attend the meeting but had some problems with their phone. They are just now calling you at the end of the day on Friday. What should you do?
- Case Study #2: The IEP team at your school decided that Sally would be best suited in a self-contained classroom. After you share your recommendation with the parents, her mother expresses her relief to find that there are solutions to help her daughter. However, Sally’s father becomes irate and yells at the mother for producing an idiot child. He said that no daughter of his will go to the “dumb class” and then he storms out. What should you do?
Then, analyze this ethical dilemma and attempt to find a resolution for each.
Write a reflection based on your analysis and solution to each ethical dilemma. Make sure to include what was violated and suggestions and strategies to ensure ethical practice when working with families. Revise and edit your work before submitting it.
The Complexity of Eating Disorder Recovery in the Digital Age
05 Jul The Complexity of Eating Disorder Recovery in the Digital Age
Posted at 12:08h
in social work
in social work
Order Instructions
Both eating disorders and somatic symptom disorders involve a mind-body relationship. However, those living with somatic disorders tend to be highly sensitized to their body experiences in a different way than those with eating disorders. While eating disorders can cause individuals to lose their interoceptive awareness of the body, those with somatic disorders tend to have a magnified awareness, often coupled with preoccupation and a high level of anxiety that is deemed to be excessive to the cause.
These spectrums of illness require that social workers take an early-intervention, multidisciplinary, and biopsychosocial approach to treatment to be successful in supporting recovery. Both require knowledge and extensive communication with medical providers and other specialists. That priority for interdisciplinary knowledge and teamwork increases in importance given the mortality rates of eating disorders and the mind-body factors in both.
This week you analyze the impact of living with an eating disorder and the problems (nutritional, medical, social, and psychological) in the recovery process. You also consider current societal influences that impact the onset, recognition, and recovery process for eating disorders and somatic symptom disorders.
Learning Objectives
Students will:
Analyze the impact of the digital age and social influences on eating disorders
Analyze biopsychosocial treatment strategies for eating disorders
Apply advocacy strategies within an interprofessional treatment approach
Analyze treatment strategies for clients with somatization disorders
Analyze challenges with power and privilege during diagnosis
Learning Resources
Required Readings
American Psychiatric Association. (2022). Feeding and eating disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.).
American Psychiatric Association. (2022). Somatic symptom and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.).
Khalsa, S. S., Portnoff, L. C., McCurdy-McKinnon, D., & Feusner, J. D. (2017). What happens after treatment? A systematic review of relapse, remission, and recovery in anorexia nervosa. Journal of Eating Disorders, 5(20), 1–12. doi:10.1186/s40337-017-0145-3
Lewis, B., & Nicholls, D. (2016). Behavioural eating disorders. Paediatrics and Child Health, 26(12), 519–526. doi:10.1016/j.paed.2016.08.005
Brown, P., Lyson, M., & Jenkins, T. (2011). From diagnosis to social diagnosis. Social Science & Medicine, 73(6), 939–943. doi:10.1016/j.socscimed.2011.05.031
Kaltura Media Uploader (HTML)
Required Media
Accessible player
Walden University, LLC. (Producer). (2018d). Psychopathology and diagnosis for social work practice podcast: Feeding and eating disorder and somatic symptom disorders [Audio podcast]. Baltimore, MD: Author.
TEDx Talks. (2016b, June 29). Starving for the good: An anorexic’s search for meaning and perfection | Elisabeth Huh | TedxUChicago [Video file]. Retrieved from https://www.youtube.com/watch?v=GxI0ewBJdMo
TEDx Talks. (2013b, October 21). An epidemic of beauty sickness | Renee Engeln | TedxUConn 2013 [Video file]. Retrieved from https://youtu.be/63XsokRPV_Y
TED Conferences, LLC (Producer). (2016). What happens when you have a disease doctors can’t diagnose [Video file]. Retrieved from https://www.ted.com/talks/jen_brea_what_happens_when_you_have_a_disease_doctors_can_t_diagnose
Optional Resources
Axelsson, E., Andersson, E., Ljótsson, B., Finn, D. W., & Hedman, E. (2016). The health preoccupation diagnostic interview: Inter-rater reliability of a structured interview for diagnostic assessment of DSM-5 somatic symptom disorder and illness anxiety disorder. Cognitive Behaviour Therapy, 45 (4), 259–269. doi:10.1080/16506073.2016.1161663
Marzilli, E., Cerniglia, L., & Cimino, S. (2018). A narrative review of binge eating disorder in adolescence: Prevalence, impact, and psychological treatment strategies. Adolescent Health, Medicine and Therapeutics, 2018(9), 17–30. doi:10.2147/AHMT.S148050
Vartanian, L. R., Trewartha, T., & Vanman, E. J. (2016). Disgust predicts prejudice and discrimination toward individuals with obesity. Journal of Applied Social Psychology, 46(6), 369–375. doi:10.1111/jasp.12370
Document: Suggested Further Reading for SOCW 6090 (PDF)
Note: This is the same document introduced in Week 1.
Discussion: The Complexity of Eating Disorder Recovery in the Digital Age
Through this week’s Learning Resources, you become aware not only of the prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder. These behaviors have drastic impacts on health. In clinical practice, social workers need to know about the resources available to clients living with an eating disorder and be comfortable developing interdisciplinary, individualized treatment plans for recovery that incorporate medical and other specialists.
For this Discussion, you focus on guiding clients through treatment and recovery.
To prepare:
Review the Learning Resources on experiences of living with an eating disorder, as well as social and cultural influences on the disorder.
Read the case provided by your instructor for this week’s Discussion.
By Day 3
Post a 300- to 500-word response in which you address the following:
Provide the full DSM-5-TR diagnosis for the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Explain why it is important to use an interprofessional approach in treatment. Identity specific professionals you would recommend for the team, and describe how you might best utilize or focus their services.
Explain how you would use the client’s family to support recovery. Include specific behavioral examples.
Select and explain an evidence-based, focused treatment approach that you might use in your part of the overall treatment plan.
Explain how culture and diversity influence these disorders. Consider how gender, age, socioeconomic status, sexual orientation, and/or ethnicity/race affect the experience of living with an eating disorder.
Note: You do not need to include an APA reference to the DSM-5-TR in your response. However, your response should clearly be informed by the DSM-5-TR, demonstrating an understanding of the risks and benefits of treatment to the client. You do need to include an APA reference for the treatment approach and any other resources you use to support your response.
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Writing
This reflective statement is an opportunity both to reflect on your learning exp
This reflective statement is an opportunity both to reflect on your learning experiences in the course AND to introduce your researched writing for the semester to your reader. Imagine someone unfamiliar with the work in your portfolio and in the course. The questions below each core value are meant to help you generate ideas and recognize which aspects of the course engage that core value; those questions also represent what an interested reader might ask about your work. The statement should be at least three pages long.
A reflective statement that is of minimal passing quality will identify specific portions of assignments in the course and analyze them; however, a reflective statement that is of excellent quality will talk through the specific informed, rhetorical choices that the student made through specific portions of assignments in the course. By contrast, a weak or insufficient reflective statement will make little to no reference to the assignments in the course, or those references will be tangential or vague.
Core Value I: Writing is a practice that involves a multi-stage, recursive and social process.
Translation: What are the origins of your projects and how did your work take shape over time?
Introduce your research agenda: Where did your initial ideas or reasons for researching your issue/topic come from? How did your research agenda evolve over the course of the semester?
● How did specific pieces of research you found inform your argumentative essays in specific ways?
● Point to one really useful piece of feedback you received on one of your essays from your instructor. This feedback could be a written comment on one of your essays, or it can be something you discussed during your conference. What was useful about this piece of feedback and how did you apply it as you revised your work? What kinds of rhetorical choices were you making as you revised with this piece of feedback in mind?
Core Value II: Close and critical reading/analysis is necessary for listening to and questioning texts, arriving at a thoughtful understanding of those texts, and joining the academic and/or public conversations represented by those texts.
Translation: How did your research uncover a conversation about the issue/topic?
Explain how the sources you found, read, and incorporated into your work (the annotated bibliography and/or essays) represent a conversation about an issue with multiple points of view. Who are the key players or stakeholders in the issue and which of your sources represent these players/stakeholders? In what ways do these players/stakeholders have different interests, concerns, or values? How did YOU position yourself this conversation–where do you fit and how did you join it in terms of the contribution your writing makes?
Through your research this semester, what was one source you found that you really struggled with? What was difficult about this source? Did it complicate your understanding of your issue? Was it a particularly dense read? Was there something you didn’t understand about it? How did you move through the challenging aspects of this source?
How have the ideas that you have read about this semester shaped your views on the topics that you wrote about? If they haven’t shaped or changed them, why do you think that is so?
Core Value III: Writing is shaped by audience, purpose, and context.
Translation: How did you go about being persuasive in your researched essays?
Think about one of your essays: What did you need to do in order to make your argument convincing? How did the concept of audience (that a real human who didn’t necessarily already agree with you would read your essay) figure into your decision-making? Identify at least one important decision you made in that essay that you feel was critical to persuading your audience–explain your thought process there.
Through the completion of your argumentative essays, how did your persuasive purpose change across your arguments? What choices did you make in your different essays to accommodate your changing purpose?
Explain the nature of one of the argumentative essays that you have written this semester. How does your work on that project reflect the type of argument (definition, causal, rebuttal, evaluative, proposal, etc.) that you have written?
Core Value IV: Information literacy is essential to the practice of writing.
Translation: How did you find and choose your sources and/or the information you pulled from them to support your writing?
What strategies did you use to seek out multiple points of view when you were researching?
As you were researching your issue, how did you attempt to resist the researcher bias by keeping any previously established views in check?
As you were researching your issue, what were some strategies you used to deeply explore your issue and to seek out stronger sources than what one might encounter through cursory research? How did you go beyond the surface of the issue?
Explain your thought process in selecting information to use and presenting it in your writing, illustrating with one of your essays as an example. How do you make this information powerful?
·
Core Value V: Writing has power and comes with ethical responsibilities.
Translation: Your writing tries to grow our understanding and knowledge of a problem or issue rather than trying to simply “win” or “defeat” an “opponent.” Your writing is “transparent”–that is, you are clear with your reader about where information came from, whose ideas are whose, and how the issue you are researching is complex.
While your researched essays are certainly trying to persuade your readers, how do you go about this in ways that are respectful and responsible? How do you show that real-world issues are complex and lack easy answers we can all agree on? How do you ensure that you present your research in ways that are transparent and accurate?
How did you seek to fully and fairly represent opponents’ positions throughout your arguments?
What strategies did you use to depict the complexities of your issue as you were writing and researching? How does fully and fairly representing the complex nature of your issue involve ethics?
Writing persuasive texts involves convincing an audience to listen to what we have to say and to accept our positions. In order to maintain credibility with our audience, we must write in an ethical manner. How are credibility and ethics connected in this regard, and how did you factor in this connection when you were writing your arguments?
