Implicit Bias Research

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How does your source, “Long-term Reduction in Implicit Race Bias,” conform to the ethical guidelines of psychology?

Some sources will specifically detail what was done to conform to ethical guidelines. In one or two sentences, explain what was (or wasn’t) specifically done to accomplish the above. Note: Remember to cite your sources by typing #cite.

Many sources imply compliance with ethical guidelines rather than spelling it out verbatim. In one or two sentences, describe what was (or wasn’t) implied or assumed in this source regarding compliance with ethical guidelines. Include in-text and parenthetical citations as appropriate.

How does your source, “Science Faculty’s Subtle Gender Biases Favor Male Students,” conform to the ethical guidelines of psychology?

In one or two sentences, explain what was (or wasn’t) specifically done to accomplish the above. Note: Remember to cite your sources by typing #cite.

 

In one or two more sentences, describe what was (or wasn’t) implied or assumed in this source regarding compliance with ethical guidelines. Note: Remember to cite your sources by typing #cite.

Mentoring and Peer Support

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Discussion 1:
Mentoring and Peer Support

Adolescence is a time of trials and tribulations. Teens are dealing with the formation of self and identifying who they are in the world. They are also experiencing biological changes that create mood swings and at times emotional outbursts. Interventions for this group can be challenging, as adolescents often avoid asking for assistance. This avoidance is due to their desire to look normal and fit in. As a result, peer group and mentoring programs appear to be the most beneficial in helping adolescents. These settings offer the support teens need along with the validation that they are not alone in their struggles. Some of the main concerns for adolescents are depression, suicide, self-esteem, and self-confidence.

· Post an Internet-based intervention used with adolescents and locate an article on the use of mentoring or peer support programs for adolescents.

· Describe the intervention and the underlying theory. 

· Identify the target behaviors that this intervention is used to address. Assess the intervention and then compare and contrast these interventions. 

· Finally, describe the strengths and weaknesses of each intervention.

References (use 3 or more)

LeCroy, C. W., & Williams, L. R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

Discussion 2:
Depression and Suicide Intervention

When working with adolescents you will likely be faced with issues of depression, anxiety, and suicidal ideation and even attempts. For youth between the ages of 10 and 24, suicide is the third leading cause of death in the United States (Centers for Disease Control and Prevention, 2012). It is essential to understand the risks associated with teen suicide and intervention strategies to address this issue.

· Post a review of the literature on adolescent depression and suicide and identify an evidence-based intervention that addresses these issues. 

· Then, apply that intervention to either the Brady or Tiffani case. 

· Describe the possible risk factors the client presents that would make him or her at risk for depression and suicide. 

· Then, plan an intervention for that client to address these issues.

References (use 3 or more)

LeCroy, C. W., & Williams, L. R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Bradley Family (pp. 17–19)

Centers for Disease Control and Prevention. (2012). Suicide prevention: Youth suicide. Retrieved from https://www.cdc.gov/violenceprevention/suicide/index.html

  • SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR

    30

    Working With Families: The Case of Brady

    Brady is a 15-year-old, Caucasian male referred to me by his previous social worker for a second evaluation. Brady’s father, Steve, reports that his son is irritable, impulsive, and often in trouble at school; has difficulty concentrating on work (both at home and in school); and uses foul language. He also informed me that his wife, Diane, passed away 3 years ago, although he denies any relationship between Brady’s behavior and the death of his mother.

    Brady presented as immature and exhibited below-average intelligence and emotional functioning. He reported feelings of low self-esteem, fear of his father, and no desire to attend school. Steve presented as emotionally deregulated and also emotionally immature. He appeared very nervous and guarded in the sessions with Brady. He verbalized frustration with Brady and feeling overwhelmed trying to take care of his son’s needs.

    Brady attended four sessions with me, including both individual and family work. I also met with Steve alone to discuss the state of his own mental health and parenting support needs. In the initial evaluation session I suggested that Brady be tested for learning and emotional disabilities. I provided a referral to a psychiatrist, and I encouraged Steve to have Brady evaluated by the child study team at his school. Steve unequivocally told me he would not follow up with these referrals, telling me, “There is nothing wrong with him. He just doesn’t listen, and he is disrespectful.”

    After the initial session, I met individually with Brady and completed a genogram and asked him to discuss each member of his family. He described his father as angry and mean and reported feeling afraid of him. When I inquired what he was afraid of, Brady did not go into detail, simply saying, “getting in trouble.”

    In the next follow-up session with both Steve and Brady present, Steve immediately told me about an incident Brady had at school. Steve was clearly frustrated and angry and began to call Brady hurtful names. I asked Steve about his behavior and the words used toward Brady. Brady interjected and told his dad that being

     

     

    PRACTICE

    31

    called these names made him feel afraid of him and further caused him to feel badly about himself. Steve then began to discuss the effects of his wife’s death on him and Brady and verbalized feel- ings of hopelessness. I suggested that Steve follow up with my previous recommendations and, further, that he should strongly consider meeting with a social worker to address his own feelings of grief. Steve agreed to take the referral for the psychiatrist and said he would follow up with the school about an evaluation for Brady, but he denied that he needed treatment.

    In the third session, I met initially with Brady to complete his genogram, when he said, “I want to tell you what happens some- times when I get in trouble.” Brady reported that there had been physical altercations between him and his father. I called Steve in and told him what Brady had discussed in the session. Brady confronted his father, telling him how he felt when they fight. He also told Steve that he had become “meaner” after “mommy died.” Steve admitted to physical altercations in the home and an increase in his irritability since the death of his wife. Steve and Brady then hugged. I told them it was my legal obligation to report the accusations of abuse to Child Protective Services (CPS), which would assist with services such as behavior modifica- tion and parenting skills.

    Steve asked to speak to me alone and became angry, accusing me of calling him a child abuser. I explained the role of CPS and that the intent of the call was to help put services into place. After our session, I called CPS and reported the incident. At our next session, after the report was made, Steve was again angry and asked me what his legal rights were as a parent. He then told me that he was seeking legal counsel to file a lawsuit against me. I explained my legal obligations as a clinical social worker and mandated reporter. Steve asked me very clearly, “Do you think I am abusing my son?” My answer was, “I cannot be the one to make that determination. I am obligated by law to report.” Steve sighed, rolled his eyes, and called me some names under his breath.

    Brady’s case was opened as a child welfare case rather than a child protective case (which would have required his removal

     

     

    SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR

    32

    from the home). CPS initiated behavior modification, parenting skills classes, and a school evaluation. Steve was ordered by the court to seek mental health counseling. One year after I closed this case, Brady called me to thank me, asking that I not let his father know that he called. Brady reported that they continued to be involved with child welfare and that he and his father had not had any physical altercations since the report.

     

     

    SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR

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    5. What were the agreed-upon goals to be met to address the concern?

    The goal was to find solutions to alleviate their frustrations and the discord in their relationship.

    6. Did you have to address any issues around cultural compe- tence? Did you have to learn about this population/group prior to beginning your work with this client system? If so, what type of research did you do to prepare?

    I was aware and sensitive to the fact that they were a gay couple. I was cognizant of the possible biased reactions they might have received from administrators at Jackson’s school and their surrounding community. I inquired into their interactions with the adoption agency and the school to get a sense of any nega- tive interactions that might have impeded service delivery. I also suggested a support group for lesbian and gay couples who adopt.

    7. How would you advocate for social change to positively affect this case?

    I would advocate for better education for foster and adoptive parents on the resources they may be eligible to receive.

    8. How can evidence-based practice be integrated into this situation?

    Using weekly scaling questions would be one way in which evidence-based practice could be implemented.

    Working With Families: The Case of Brady 1. What specific intervention strategies (skills, knowledge, etc.)

    did you use to address this client situation? I used structural family therapy, particularly the use of a geno-

    gram. I addressed issues of grief and loss and child development. Finally, I used education to help them learn about services avail- able and crisis intervention.

    2. Which theory or theories did you use to guide your practice? I used structural family therapy. 3. What were the identified strengths of the client(s)? Brady’s bravery in disclosing the altercations between himself

    and his father showed great motivation and strength.

     

     

    APPENDIX

    109

    4. What were the identified challenges faced by the client(s)? Steve was resistant to his own mental health needs and the effect

    on his relationship with Brady. Brady was not receiving proper evaluation and intervention for his presentation of develop- mental delays/disabilities. Brady and Steve were clearly dealing with unresolved grief due to the death of Brady’s mother.

    5. What were the agreed-upon goals to be met to address the concern?

    The goal was to obtain a second evaluation and then provide suggestions of services to improve Brady’s behavior in the home and at school.

    6. What local, state, or federal policies could (or did) affect this situation?

    The child abuse reporting laws were relevant to this case. 7. How would you advocate for social change to positively

    affect this case? I would advocate for more education and support for children

    with developmental disabilities and their parents. It was clear that Brady had an intellectual disability that had not been previ- ously acknowledged nor properly addressed.

    8. Were there any legal/ethical issues present in the case? If so, what were they and how were they addressed?

    While the reporting laws and ethics for clinicians are very clear in a case like Brady’s, there is always the concern that a parent might file a lawsuit against the social worker for making the report. These are cases in which the clinician’s documentation of the sessions needs to be accurate and thorough to justify the CPS report.

    9. Describe any additional personal reflections about this case. I am often asked by students, “Do you find it difficult to make

    calls to Child Protective Services and does it get any easier?” My answer to that question is no, I do not find it hard to make calls to CPS because those institutions are there to help. However, I do continue to find it hard to hear stories of abuse from chil- dren. That will never get easier. I have learned a great amount of humility in these cases. If a child (or adult) finds my office space

     

     

    SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR

    110

    safe enough and is able to disclose such complex issues as these to me, I feel honored. It is because a client trusts me enough to tell me these things that I feel responsible to do my job.

    Working With Families: The Case of Carol and Joseph 1. What specific intervention strategies (skills, knowledge, etc.)

    did you use to address this client situation? This case required extensive use of active and passive listening

    and patience to enable the client to become sufficiently comfort- able with me and to arrive at a point where she could work on her issues. Initially she was very angry, hostile, resistant, and very much in denial.

    2. Which theory or theories did you use to guide your practice? I work with people in their homes, which is their territory, not

    mine. I think it is very important to be aware of how I would feel if I were in their shoes. The person-in-environment perspective and Carl Rogers’ person-centered approach are crucial here.

    3. What were the identified strengths of the client(s)? She was smart and had a good support system in her husband

    and mother, who were very supportive during her treatment. 4. What were the identified challenges faced by the client(s)? Carol was a severe alcoholic and had a drug problem to a lesser

    extent. She had psychological issues as well, including low self- esteem, depression, and anxiety. She also had transportation and legal problems as a result of losing her driver’s license after the DUI.

    5. What were the agreed-upon goals to be met to address the concern?

    The primary goal was to protect her child by keeping Carol sober and finding the intervention method that would be most appropriate for her to do that. This took time due to the resist- ance to treatment.

    6. How would you advocate for social change to positively affect this case?

    Treatment options and access to them need to be improved in rural areas. There were not many choices for this client,

Hypothesis Testing

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Unit4Assign1QDA

*****IBM SPSS Statistics Standard GradPack Needed for this Assignment*****

z Scores, Type I and II Errors, Hypothesis Testing

This is your second IBM SPSS assignment. It includes three sections in which you will:

  • Generate z scores for a variable in grades.sav and report and interpret them.
  • Analyze cases of Type I and Type II errors.
  • Analyze cases to either reject or not reject a null hypothesis.

Download the Unit 4 Assignment 1 Answer Template from the Resources area and use the template to complete the following sections:

  • Section 1: z Scores in SPSS.
  • Section 2: Case Studies of Type I and Type II Errors.
  • Section 3: Case Studies of Null Hypothesis Testing.

Format your answers in narrative style, integrating supporting statistical output (table and graphs) into the narrative in the appropriate places (not all at the end of the document). See the Copy/Export Output Instructions in the Resources area for assistance.

Submit your answer template as an attached Word document in the assignment area.

Running head: UNIT 4 ASSIGNMENT 1 ANSWER TEMPLATE 1

UNIT 4 ASSIGNMENT 1 ANSWER TEMPLATE 4

Unit 4 Assignment 1 Answer Template

Student Name

Capella University

Unit 4 Assignment 1 Answer Template

The following assignment includes three sections consisting of:

1. z scores in SPSS.

2. Case studies of Type I and Type II errors.

3. Case studies of null hypothesis testing.

Additional notes:

· Answer in complete sentences.

· Follow APA rules for scholarly writing.

· Include a reference list if necessary.

· Save your answers and upload this template to the assignment area for grading.

Section 1: z Scores in SPSS

A z score is typically analyzed when population mean (µ) and population standard deviation (σ) are known. However, in SPSS, we can still calculate z scores with the grades.sav data using the sample mean (M) and sample standard deviation (s). To do this, open grades.sav in SPSS. On the Analyze menu, point to Descriptive Statistics, and then click Descriptives…

image1.png

You will be calculating and interpreting z scores for the total variable. In the Descriptives dialog box, move the total variable into the Variable(s) box. Select the Save standardized values as variables option and click OK.

image2.png

SPSS provides descriptive statistics for total in the Output window. SPSS also creates a new variable in the far right column, labeled Ztotal, in the Data Editor area. Ztotal provides a z score for each case on the total variable. You are now prepared to answer the following Section 1 questions.

Question 1

What is the sample mean (M) and sample standard deviation (s) for total? You will use these values in Question 2 below.

[Answer here in complete sentences. Also insert the output from SPSS here. Replace this prompt and the prompts below, using as much space as necessary to answer questions.]

Question 2

A z score for this sample is calculated as [(X – M) ÷ s]. Locate Case #53’s unstandardized total score (X) in the Data Editor. In the formula below, replace X, M, s, and ? to show how the z score in Ztotal is derived for Case #53.

(X – M ) ÷ s = ?

Question 3

Run Descriptives… on Ztotal. What are the mean and standard deviation of Ztotal? (Hint: “0E7” in SPSS is scientific notation for 0). Are the mean and standard deviation what you would expect? Justify your answer.

[Answer here in complete sentences. Also place the SPSS output here.]

Question 4

Case number 6 has a Ztotal score of 1.51. What does a z value of 1.51 represent?

[Answer here in complete sentences.]

Question 5

Identify the case with the lowest z score. Refer to Appendix A in the Warner (2013) text. Interpret the percentile rank of this z score rounded to whole numbers.

[Answer here in complete sentences.]

Question 6

Identify the case with the highest z score. Refer to Appendix A in the Warner (2013) text. Interpret the percentile rank of this z score rounded to whole numbers.

[Answer here in complete sentences.]

Section 2: Cases Studies of Type I and Type II Errors

Question 7

A jury must determine the guilt of a criminal defendant (not guilty, guilty). Identify how the jury would make a correct decision. Analyze how the jury would commit a Type I error versus a Type II error.

[Answer here in complete sentences.]

Question 8

An I/O psychologist asks employees to complete surveys measuring job satisfaction and organizational citizenship behavior. She intends to measure the strength of association between these two variables. The researcher is concerned that she will commit a Type I error. What research decision influences the magnitude of risk of a Type I error in her study?

[Answer here in complete sentences]

Question 9

A clinical psychologist is studying the efficacy of a new drug medication for depression. The study includes a placebo group (no medication) versus a treatment group (new medication). He then measures the differences in depressive symptoms across the two groups.

What would a Type I error represent within the context of his study? How can he reduce the risk of committing a Type I error? How does this decision affect the risk of committing a Type II error?

[Answer here in complete sentences.]

Section 3: Case Studies of Null Hypothesis Testing

Question 10

You are running a series of statistical tests in SPSS using the standard criterion for rejecting a null hypothesis. You obtain the following p values.

Test 1 calculates group differences with a p value = .07.

Test 2 calculates the strength of association between two variables with a p value = .50.

Test 3 calculates group differences with a p value = .001.

For each test below, state whether or not you reject the null hypothesis. For each test, also explain what your decision implies in terms of group differences (Test 1 and Test 3) and in terms of the strength of association between two variables (Test 2).

Test 1 (group differences) =

Test 2 (strength of association) =

Test 3 (group differences) =

Question 11

A researcher calculates a statistical test and obtains a p value of .86. He decides to reject the null hypothesis. Is this decision correct, or has he committed a Type I or Type II error? Explain your answer.

[Answer here in complete sentences]

Question 12

You are proposing a research study that you would like to conduct while attending Capella University. During the proposal, a committee member asks you to explain in your own words what you meant by saying “p less than .05.” Provide an explanation.

[Answer here in complete sentences]

References

Provide references if necessary. This concludes Unit 4 Assignment 1. Save your answers and upload this template to the assignment area.

Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed.). Thousand Oaks, CA: Sage.

Subs 606 Casestudy 1

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SUBS 606

Case Study Instructions and Template

This is a comprehensive project divided into 2 Case Study sections. The expectation is that you will be able to show a working understanding of the course material thus far (Case Study 1: Chapters 1–5; Case Study 2: Chapters 6–7, 9). Case Study 1 will include all parts of the assessment, except the final 2 sections of treatment recommendations and recovery recommendations, which will be the requirements of Case Study 2. The chapter readings and additional materials available each week will enhance your ability to excel in this project. Review the “How to Approach a Case Study” document prior to composing your assignment.

For each case study, you are to read the provided Case Study Vignette and complete a thorough assessment based upon the information presented within the Case Study using the Case Study Template below. Both Case Studies will use the same Case Study Vignette. Case Study 1 will include the section headings Reason for Assessment through Spirituality. Case Study 2 will include the final 3 section headings: Diagnostic Impression, Treatment Plan, and Aftercare Recommendations.

Current APA format is required for all components of the paper (title page, citations, reference list). This case study needs to be strongly supported by the literature (a minimum of 5 sources for Case Study 1 and a minimum of 5 additional sources for Case Study 2) and, if done properly, will render 15–20 pages. This project is designed for you to show a working understanding of the course materials; therefore, it is truly a comprehensive project.

 

Each Case Study is due by 11:59 p.m. (ET) on Sunday of the assigned module/week.

 

 

Case Study Template

 

Page one is the title page formatted in current APA style (running head, page number, title page information).

Case Study 1 or 2 [Title should correspond with assignment]

Begin line 1 of page 2 with a current APA formatted title (matching the title page). Be sure to format page 2 and forth in current APA style (running head, page number, headings, and citations).

Reason for Assessment

Briefly describe why you are completing a substance abuse assessment for the individual in the Case Study Vignette. This information is provided in the vignette. Summarize the information into your own words. Quotes must be limited to statements made by the client and these must be minimal.

Sources of Information

In paragraph format, list the sources from which you obtained the information used in your report. Examples include the client, treatment center, medical records, diagnostic interview, family members, case workers with agencies, completed inventories, etc. Keep in mind not to add or make-up information; only use what is available to you in the vignette. The examples will give you an idea of possible sources of information in an assessment should you be completing an actual assessment on the individual in the case study.

Biopsychosocial History

The purpose of this section of the assessment is to provide an overview of the client’s biological, psychological, sociological, and developmental history. If available, spiritual information can be included in this section, as well.

Use the information provided in the corresponding Case Study Vignette to complete the psychosocial section. Review the How to Approach a Case Study document, as some of the available information may be limited.

This section needs to include sources (citations and references) to support findings, including course materials.

Biological, Psychological and Social History. Begin your discussion on this line since this is a Level 3 current APA heading.

Each topic (biological, psychological and social) will need a new paragraph. Keep in mind to interpret the Case Study Vignette. You will need to explore the information provided and take a close look at the individual to thoroughly assess these 3 factors. Interpretation and assessment requires the counselor to understand addictions, particularly the biological aspects, in order to thoroughly develop a treatment plan for the individual. The individual may not specifically state they are experiencing symptoms of addiction, and they may not be aware of their signs and symptoms. Hence, you must be able to evaluate, decipher, and determine the individual’s history based on the information provided. Ideally, you would be able to ask further questions directly. For the case study assignments, you may include these questions in formal statements. For example, “As a counselor, I’d like to investigate the client’s background as it relates to friendships and relationships during his or her developmental years.” This might include use of drugs and alcohol, influences, early sexual experiences, etc.

Developmental. Childhood developmental history can influence an individual’s use of substance as an adult. Was the individual exposed to substances at an early age directly or indirectly? Did the individual meet all developmental milestones? Was he exposed to ridicule, bullying, or learning difficulties in school? What were the expectations of the individual? When was the individual exposed to sexuality?

As we explore an individual’s developmental background, we gain a better assessment of his or her lifespan and possible influences that may contribute to his or her use and abuse of substances.

Family. We know family can impact addiction through exposure, behaviors, instability within the family unit, and more. Perhaps there was death, loss, or trauma experienced during youth. It may be that the individual had a strong, stable family unit until he engaged in relationships as an adult. In this section, you will present the individual’s family history, focusing on significant factors.

This can be a difficult topic for clients to address and it may be one they have repressed or denied. It may be that they blame their adult choices on events from their childhood. The purpose of assessment is to evaluate and explore in order to identify client needs and impacts on treatment and recovery.

Current Status

In this section of the assessment, address the client’s current levels of functioning. You will need to interpret the information available in the Case Study Vignette and utilize the information from the textbook to help you do so. What is the client experiencing currently that presents a need for treatment? This section needs to include sources (citations and references) to support findings, including course materials.

Indicators of Abuse and Dependency

In this section, you will use the Case Study Vignette to present any indicators of abuse and dependency on behalf of the individual. Much of his or her history was addressed above, and now the focus is on his or her current functioning as it relates to abuse and dependency. Keep in mind that some of his or her history may need to be included in this section, as it may continue to have repercussions or influences on the factors indicating abuse and dependency. For example, an individual may have criminogenic attitude and behaviors leading to his or her substance use presently and in the past. In the past, it may have resulted in legal problems for which he is presently on probation.

Keep in mind you are conducting a comprehensive assessment of the individual. This requires an evaluation of his or her overall functioning as it relates to indicating a presence or risk of abuse and dependency. In addition to the obvious information in the Case Study Vignette, keep in mind to include what you can determine based on the textbook and videos from the course related to the individual’s characteristics below. Include citations for anything not directly stated in the Case Study Vignette but garnered from the assessment and course materials.

Address each of the following headings thoroughly, yet concisely and succinctly (avoid wordiness and excess).

Attitude and Behavior

Social Functioning

Occupational Functioning

Financial Aspects

Familial Relationships

Legal

Health

Note: For this section, keep in mind this is not limited to medical diagnoses. Include biological factors from the course material, nutrition, overall well-being, mental health, physical activity, etc. Some findings can be positive or negative depending on the identified problem. For example, a conscientious diet of healthy foods and exercise can be positive; however, if the individual demonstrates indicators of negatively impacted daily functioning because of obsessing about dietary intake, or exercises compulsively, these may be indicators of addictive behaviors and disorders.

Spiritual

Again, this is an area that can be positive or negative. Spirituality and religion can be used to enhance one’s life and foster balance, well-being, and humility. They can also be used to abuse others, justify actions (including substance use), and to impede one’s level of daily functioning. Think of the arguments for marijuana because God made it and its natural (He made poison ivy too), or wine is in the Bible (even though Daniel advised against drinking it). Sane discretion of spirituality is very different from using religion to justify our choices of the flesh and sin.

 

STOP HERE FOR CASE STUDY 1. CASE STUDY 2 WILL COMPLETE THE FULL ASSESSMENTS WITH THE SECTIONS BELOW.

· Case Study 1 must have 10–15 pages of content.

· Case Study 2 must add an additional 3–5 pages of content.

 

Case Study 2

Begin Case Study 2 with the following section (be sure to change the title of your paper to correspond with the assignment). You may add it to Case Study 1 at this point in the document. The Diagnostic Impression heading will immediately begin after your last paragraph for the Spiritual Level 2 heading above. This will provide a complete assessment from beginning to end.

Diagnostic Impression

Using the information provided in the Case Study and in your assessment of the individual, give a diagnostic impression by ascertaining if this person is in the use, abuse, or an addictive cycle and if there are any co-occurring/additional issues. Utilize the information obtained in this assessment to formulate your diagnosis. The diagnosis must be justified with citations from textbook readings, presentations, etc.

Treatment Plan

Next, formulate a comprehensive referral(s) and treatment recommendations based on your determination of the individual’s current needs. This will require a thorough examination and evaluation of the client’s current status, treatment needs, and treatment goals. Explain your referrals and recommendations and support them with scholarly sources. You are expected to incorporate your readings and presentations. Use the learning materials to support your assessment, referral, and treatment recommendations. This assessment needs to be strongly supported by the literature.

Aftercare Recommendations

For this section, we will hypothetically find that the individual in the Case Study Vignette has successfully completed his or her proposed treatment plan. In this section, discuss aftercare recommendations for the individual to aid in maintaining sobriety and recovery. Note for future reference, this may be referred to as an Aftercare Plan or Discharge Plan, depending upon the treatment environment. Aftercare planning is required for any treatment environment, whether it be a counseling practice, a substance abuse treatment facility, or a behavioral health/psychiatric facility. In this section, explain and justify your aftercare recommendations and support them with scholarly sources.

 

 

Type Signature Date

 

References

The reference page begins on a new page and must be in current APA format. Be sure to include the textbook, DSM-V, course materials, and presentations as sources in your paper. You may also include additional scholarly sources. A minimum of 5 sources are needed for Case Study 1 and 5 additional sources for Case Study 2 (Sections: Diagnosis, Treatment Plan, and Aftercare Recommendations). The reference page must match the citations used in the body of the paper. If you are unsure how to format a reference, consult Chapter 7 of the APA Manual or Purdue OWL reference list resources beginning at https://owl.english.purdue.edu/owl/resource/560/05/.

 

Final note: You have officially completed an assessment report based on your evaluation of the individual in the Case Study Vignette. You should have a good idea of how to assess and evaluate an individual presenting with substance related disorders and determine the appropriate course of treatment based on the gathered data related to the biopsychosocial history, current level of functioning, and indicators of abuse and dependency. You also know how to format and compose a formal evaluation report for a client based on your assessment findings. Congratulations!

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