Ethical Standards

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Feedback from professor below:

Now, keep moving in this direction. The synthesis and flow of your posts need to be improved upon. All references need to be clearly integrated into your personal perspective. I need to see you use the references as an integrative piece of your posts instead of a standalone piece. We are still working on that analytical piece as discussed in previous dialogue work.

I still need to see more of the application piece I continue to reflect about. Your reference use should be more about how you are analytically reflecting about the research. You are continuing to improve in this area. I encourage you to just continue to work on the application piece of how you are expanding on the authoritative voice used in your posts or your classmates posts.

Topic: Search the web for ethical standards in the Human Services field, then find at least 5 Scriptures describing how we should treat others and care for them. Compare and contrast the Human Service ethics standards with biblical standards. How are they alike? How are they different?  Reply to 3 of your classmates’ threads from the last module/week. Each reply must be at least 150 words and meaningfully expand the discussion. I have 4 below, reply to 3 of the 4. With references!! Thank you.

1. Reply Ra K.

Ethical standards are used as guidelines between the social worker and client.  The guidelines are use to help the client get the most out of their meeting with their social worker. With looking at ethical standards, God is at the center point of putting these in places because He wants to protect His children.  As we go deeper into ethical standards we need to look at them the way God wants us to look at them through scripture.  As we look at the scripture we need to see how different or similar the standards are with the scriptures.

The first ethical standard that needs to be discussed is confidentiality.  Proverbs 26:20-22 states that as a social worker we need to keep things clients tell us to ourselves to keep from having altercations.  As a social worker keeping confidentiality will help your client open up to you more when things that occur in their life are terrible.  Having the trust will help the fire from burning between you and your client.  As in the bible, we do not want to gossip, and this plays a role in being a social worker because no social worker should tell another social worker anything about a client, unless the client

allows the information to be said to other social workers, otherwise harm will come to the client or a person a client knows.  As a social worker, having an understanding of your client is knowing when to be quiet and not gossip about their client (Proverbs 11:12-13).  One thing that is different with confidentiality based on the scriptures is that gossip does happen within the Christian community, and as a social worker it cannot, because of the rules set in the ethics of confidentiality (Psalms 41:6).

The ethical standard that needs to be discussed is to provide services to the client having the right boundaries.  While not following the boundaries within the scope of practice for social work is not counting the cost of what could happen to the social worker going outside of their boundaries (Luke 14:28).  As a social worker you need to look at what you can offer and not be foolish and go outside your scope of practice (Luke 12:28-32).  One difference is God can go outside His scope of practice to do anything, because he is perfect, and as a social worker you cannot go outside your scope because you can lose your job, due to because of the boundaries set in place to protect clients within the standards of ethics (Psalm 18:30).

The ethical standard that needs to be discussed is to treat everyone with worth no matter what culture they have come from or where they are in life. Everyone has a purpose and a reason to be here because they are made in Gods image (1 Corinthians 12:12-14).  There are no small parts; everyone needs be seen as one in humanity.  As social workers we need to look at our clients through God’s eye instead of looking at our out clients through the eyes of a man, because everyone in this world has a purpose (1 Corinthians 12:15-26).  The difference between scripture and the standards of ethics is that people will look through the eye of man to judge people that come from different cultures.

The ethical standard that needs to be discussed is that the social worker and client should not have any sexual contact. (1 Thessalonians 4:3-4), God wants you to away from having sex unless it with your married partner.  As a social worker you should not lust about your client, or want to have any sexual relations with that client (1 Thessalonians 4:5).  That means you should never take advantage of your client in any possible way (1 Thessalonians 4:6).  A social worker who has a relationship with Jesus and does not want to stay clean is rejecting God “who has given us His Holy Spirit” (1 Thessalonians 4:7-8).  There is not real difference between scripture and ethical standards when it comes to sexual contact.

The ethical standard that needs to be discussed with a client is when it is time to terminate the services for the client. It states that in the presence of the social worker, the client is doing the work.  When not in the presence of the social worker they are still working on their goals outside of the office in their daily life (Philippians 2:12-13).  Then the social worker states, you have come as far as you can and you are ready to be done with working with me.  You are ready to keep continuing with God at your side. The difference in the standards of ethics with termination is that when the client is done working with the social worker, God will keep guiding them in the right direction for their future.

References

Code of Ethics of the National Association of Social Workers.  (2014).  Retrieved

September 18, 2014, from, http://www.socialworkers . org/pubs/code/code.

asp

The Life Application Study Bible is an edition of the Holy Bible, New Living

Translation.  (2nd ed.).  (2004).  Carol Stream, IL: Tyndale House Publishers, Inc.

2 Reply

Ter Y The Human Service field is one that requires contact with a wide variety of people with a vast array of problems.  Handling each and every situation/client requires the human service worker to be able to provide proper treatment in regards to dignity, respect and have the client’s welfare top priority.  The human service worker should also hold themselves in the same manner as his/her client, “And just as you want men to do to you, you also do to them like-wise” (Luke 6:31).  They should hold the upmost dignity, and respect while maintaining their integrity in each situation.

Providing a professional relationship should be the only relationship a human service worker is engaged in with each client.  Protecting each client’s right to his/her privacy and confidentiality should also be adhered too.  However, in the instance that withholding information might cause the client or someone else harm, that privacy and confidentiality should be handled in an appropriate manner to ensure the safety of all involved.  The files of the client should also be handled in a confidential manner, with respect to the integrity and safety of the client.

The client should be informed of his/her rights to receive or refuse service, “For each one shall bear his own load” (Galatians 6:5), and understand those rights will be protected. They should also be made aware of the nature of the worker-client relationship with the limits of that relationship and the goals.  The limits of confidentiality and the reason to break confidentiality should also be discussed in the beginning of the worker-client relationship. The human service worker should understand recognize the strengths of the client and use those strengths in a manner to reach the goals set, “Let no corrupt word proceed out of your mouth, but what is good for necessary edification, that it may impart grace to the hearers(Ephesians 4:29).  They should work to not put down the client, but to build them up in order for them to be able to succeed and rise above their current life predicament.

These guidelines that have been outlined by the National Organization of Human Services (2014), are standards that should be upheld to the highest by each human service worker.  Each client is unique in his/her own way and by offering him/her with the highest degree of professionalism with regards to these ethical standards it the right each one holds.

Galatians 3:28 tells us that we are all children of God, and should not be discriminated against because of race, life predicament, or sex.  Just as a worker for a human service agency should view each client as an individual and allow them the freedom of discrimination, as “God shows no partiality” (Acts 10:34), neither should they.  Just as a client should be treated with dignity and respect, Titus 2:7 talks about how we should act as a model of integrity and dignity.

Confidentiality and Privacy not only protects the client’s information and safety, it shows the client that they can trust the human service worker and not have to worry about their situation being thrown out in the open for all to know.  Proverbs 11:12-14 is similar to this in telling us to be understanding of one’s privacy and not break that confidentiality.  This gains respect for the human service worker as well. The ethical code of confidentiality is a very important aspect of the human service-client relationship.  It is not only demanded of the relationship, it gives the client the security to know that his/her situation can be dealt with privately and the fear of their situation being heard on the streets is diminished.

As important as it is to uphold the dignity and integrity of the client, the human service worker must also be concerned with their own integrity.  If they are not a trustworthy person and cannot uphold the code of ethics for the client, then how can the client trust them to help them out of their situation? “Confidence in an unfaithful man in time of trouble Is like a bad tooth and a foot out of joint” (Proverbs 25:19). This verse sums it all up pretty well, if a human service worker is supposed to be a helpful link to a way out of a problem and they cannot be trusted, then the client is only going to be handed more problems.

The Bible and the Human Service Ethics both focus on how to treat human beings with the respect, dignity, upholding his/her integrity and providing the freedom of receiving services without being discriminated against.  Helping people in their time of trouble is not only the job of a human service worker, but can also be a rewarding experience, “Therefore comfort each other and edify one another, just as you also are doing” (1 Thessalonians 5:11), Working with people in need can be as uplifting and inspiring to the human service worker as it is to the client. Having ethical standards that are set in place to protect the client as well as the human service worker allows both parties to be insured that the dignity, integrity and respect of both parties will be protected.

When working in the human service field, we all have our own beliefs and values and desire to help those in immediate need. Working in the human service field requires a person to not only follow the code of ethics, but to also understand how having their own religious values and beliefs plays a huge role in how they view those they are helping.  I feel that the Bible works hand in hand with the code of ethics, and the only difference I found was that when it talked about relationships, it did not mention professional relationships.  Whether it is mentioned in the Bible about a professional relationship, or normal relationship, I still feel the Bible is compatible with the code of ethics.  I know from experience it has been my faith that has carried me through many days of working with those in need.

References

Ethical Standards for Human Service Professionals (2014). Retrieved September 15, 2014, from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

New King James Version (1982). Thomas Nelson, Inc.

3 Reply

P.A.

Today in the Human Services field many secular professionals should uphold a high standards with their clients. Likewise, Christians should uphold an even higher standards with their clients. Rather, a Christian or a secular professional it is imperative to treat each client with the upmost respect. There are many job requirements to follow as a secular professional, but if the secular professionals do not have Christian values they will not fully follow them.

There are several ethical statements that Human Services Professional should follow.  One statement states “human service professionals negotiate with clients the purpose, goals, and nature of the helping relationship prior to its onset.” (National, 2014)  As a human service professional it is mandated to obtain information for the clients that in order to better assist them with their progression. Similar, Christian professionals will do the same thing, but they will perform at the best of their abilities and do it unto the Lord. The scripture says, “Whatever you do, work heartily, as for the Lord and not for men, Colossians 3:23.” This ethical statement is similar to the biblical standard because they both are going to be diligent in getting all information needed to do their job effectively and help better assist their client.

Another statement states “human service professionals respect the integrity and welfare of the client at all times.”(National, 2014) This statement requires that the professional be honest and have the client’s best interest at heart. It is vital that as a human services professional their actions speak louder than their words, so that, a client can trust the professional. 1 John 3:18 ESV says “Little children, let us not love in word or talk but in deed and in truth.” Similar, feign love is when a human service professional can pretend to have the client’s best interest at heart, and not really love nor respect them.

Thirdly, “human service professionals protects the client’s right to privacy and confidentiality.” (National, 2014) Professionals in the human services field are tasked with a great responsibility of making sure information that is given by a client is kept between the two of them. No matter who tries to get the information, it is against the policy of most companies to ensure the client’s confidentiality. The comparison between a Christian professional and a regular professional is a Christian professional is more willing to honor his or her word, such as, a vow made to God. The professional may tend to give out information to a co-worker without thinking.  In fact, both the secular professional and the Christian is governed by law to never freely give out any information concerning a client without the client’s permission. Proverbs 11:13 (NIV) says “A gossip betrays a confidence, but a trustworthy person keeps a secret.”

The fourth statement states “the human service professional acts in an appropriate and professional manner to protect the safety of those individuals.” (National, 2014) A human service professional has been given the authority to protect their clients from all bad counsel same as the Christian.  Proverbs 11: 14 (NKJV) says, “Where there is no counsel, the people fall; But in the multitude of counselors there is safety.” If a counselor gives a client useful information that clients is more susceptible to take the right path and recover from a major trauma in their life.

Lastly, the seventeenth statement states, “Human service professionals provide services without discrimination or preference.”(National, 2014) Similar, the Christian professional belief is that his God rains on the just as well as the unjust, Matthew 5:25, thus clarifying that his services are without discrimination or preference. It is important to note that there are several ethical statements that Human Services Professionals should follow. Even though one maybe a secular professional or a Christian professional because Christ died for all, this is the most important statement.

Reference

National Organization for Human Services (2014). Ethical Standards for Human Service Professionals. Retrieved from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

4 Reply

Br P

Working in the Human Services field is for those who wish to help others live better lives. In order to do this, those who work in this field must have some ethical standards to follow and these standards can also be applied biblically in how to treat others. Luke 6:31 (ESV) says, “And as you wish that others would do to you, do so to them.” This verse can be applied to the ethical standards set forth by the National Organization for Human Services regarding the professional’s responsibility to clients. Specifically, it can be applied to statement number 2 that says, “Human service professionals respect the integrity and welfare of the client at all times. Each client is treated with respect, acceptance and dignity,” (National Organization for Human Services, n.d.). This can be a problem if by some strange chance someone in this profession does not want to be treated with something like acceptance, thus not treating the client with acceptance, respect, etc. Another verse that may be applied to this statement of ethical standards is John 15:12; “This is my commandment, that you love one another as I have loved you,” (ESV). While this is a wonderful verse to keep in mind and apply when dealing with others, Human Services professionals still need to maintain some kind of boundaries with clients as to not cross over the professional/client relationship. This issue is addressed in Statement 6 of the ethical standards which mentions the unequal roles of the client and the helping professional.

I think one verse that is crucial to remember when working with others is Philippians 2:4 which states, “Let each of you look not only to his own interests, but also to the interests of others,” (ESV). This is probably one of the most applicable Bible verses to remember in the Human Services profession – particularly Statement 9 of the ethical standards that suggests building on a client’s strengths and not our own. Philippians 2:3 is also a good verse to apply here; “Do nothing from rivalry or conceit, but in humility count others more significant than yourselves,” (ESV). It is important to remember you are responsible for helping someone else in dealing with something they feel they are not capable of on their own. If you are more concerned with your lunch break or something at home than the person you are helping, then you may not be doing your job.

Statement number 14 says, “Human service professionals represent their qualifications to the public accurately,” (National Organization for Human Services, n.d.). Being honest is not only an ethical standard to uphold in the Human Services profession, but also as a child of Christ. “Truthful lips endure forever, but a lying tongue is but for a moment,” (Proverbs 12:19, ESV). Someone may want to make themselves look better by lying about their credentials, and it may make someone feel more comfortable about using you as help for the time-being, but it is more harmful in the end because the person who has lied does not have the training or knowledge to truly help those that come to them.

 

References

Holy Bible, ESV

Unknown. (n.d.). Ethical Standards for Human Services Professionals. National    Organization   of Human Services Professionals. Retrieved September 21, 2014, from             http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals.

Triage Assessment Form

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After reading the case examples in the Myer and Conte (2006) article, you have a better understanding of how to use one type of assessment tool. A Microsoft Word copy of the Triage Assessment Form (TAF) is included in the assignment Resources. The most current version of this form is also shown in your James and Gilliland (2017) text, pages 60–64. Use the form to analyze one of the cases, either Ariadne or Jordan, described below. You can save the form as you have completed it as a MS Word document or as a PDF document, and attach the form to your written paper as an appendix.

Rate the client in each of the three domains (Affective, Behavioral, and Cognitive) using the Severity Scale included with each domain on the Triage Assessment Form (TAF) and total the scores. Describe, in detail, the rationale for your ratings, including your judgment about how intense and directive the treatment should be based upon the total score. In your discussion of the rationale, summarize diagnostic skills and techniques that can be used to screen for addiction, aggression, and danger to self and others, as you note these risks in your client. Similarly, a possible co-occurring mental disorder (such as substance abuse) may become apparent during a crisis, disaster, or other trauma-causing event that ties in with your assessment during the client’s crisis. Note this in your rationale to address the impact of crisis and trauma on individuals with mental health diagnoses.

Project Objectives

To successfully complete this project, you will be expected to:

  • Complete the Triage Assessment Form appropriately for the selected case, including all three domains, with clinical descriptions to guide the course of treatment by evaluating the domain ratings with a logical and articulate rationale of key elements of the crisis, disaster, or trauma-causing events, including the nature of the crisis and associated risks, and client and counselor safety.
  • Summarize diagnostic skills and techniques that can be used to screen for addiction, aggression, and danger to self and others, as you note these risks in your client.
  • Note a co-occurring mental disorder (such as substance abuse or depression), which may become apparent during a crisis, disaster, or other trauma-causing event that ties in with your assessment during the client’s crisis.
  • Differentiate characteristics of crisis states versus developmentally appropriate reactions to life obstacles and crisis assessment and intervention strategies for diverse populations.
  • Exhibit proficiency in effective, credible academic writing, and critical thinking skills.

Case of Ariadne:

Ariadne, a 17-year-old Hispanic female, ran away from home. The police returned her to her home, but within a week Ariadne had attempted suicide by taking her father’s prescription medication for high blood pressure. Ariadne had been showing signs of depression and was seen for mental health counseling a year previously for eight sessions. After receiving counseling, Ariadne stated that she felt unuseful at home and unwelcome at school. Feelings of worthlessness and anger arose periodically when her parents tried to engage her about school events. Ariadne had several close friends and one young man she called her “beau,” though she claimed there was no serious intimacy between them. She refused to return to counseling sessions, saying that the time was better spent talking with her friends. She complained that her parents were too strict with curfew times and asked too many questions. In the past week, Ariadne was discovered to skip school two days and refused to tell her parents where she had been. Ariadne’s mother found a bottle of pills and a bottle of vodka in her room.

**Headings to use in paper**

 

Using the Triage Assessment Form

Include the title of your paper centered at the top of the page, not bolded; it is not considered a heading. *This first section is your paper’s introduction.

Triage Assessment of the Client

Complete the Triage Assessment Form for the selected case, including all three domains and the total score. In this section of the paper, summarize the results and provide a logical and articulate rationale for each of the domain ratings with specific descriptions of each, by relating the specifics of the case to the ratings you determine. There is detail about using the TAF in Chapter 3 of your text, as well as the assigned Myer and Conte article. Use appropriate terminology, such as the psychobiological assessment found in Chapter 3 of your text, and language found in the TAF Severity Scales, to guide the course of treatment based upon your total score.

 

Diagnostic Skills and Techniques

Elaborate on diagnostic skills and techniques that can be used to screen for addiction, aggression, and danger to self and others, as well as co-occurring mental disorders during a crisis, such as the Hybrid Model and the ABC’s of Assessing Crisis Intervention found in Chapter 3 of your text. Discuss what counseling skills you use in a triage assessment of this client.

Developmental and Cultural Considerations in Crisis Assessment and Intervention

In this section of the paper, describe how you would differentiate between the characteristics of crisis states versus developmentally appropriate reactions to life obstacles. Describe crisis assessment and interventions considerations and strategies when working with diverse populations. Consider any cultural, diversity, or even gender issues that may be involved in assessment or intervention with your chosen scenario. Give examples of what you would include in your assessment and intervention.

***Use the case study and complete the triage form i have attached

image1.png

 

Triage Assessment Form: Crisis Intervention

© by R. A. Myer, R. C. Williams, A. J. Ottens, & A. E. Schmidt

Crisis Event

Identify and describe briefly the crisis situation:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

Affective Domain

Identify and describe briefly the affect that is present. (If more than one affect is experienced, rate with number 1 being primary, number 2 secondary, number 3 tertiary.)

Anger/Hostility ____________________________________________________________________________________________________________________________________________________

Anxiety/Fear ____________________________________________________________________________________________________________________________________________________

Sadness/Melancholy ____________________________________________________________________________________________________________________________________________________

Affective Severity Scale

Highlight the number that most closely corresponds with client’s reaction to crisis.

1 2 3 4 5 6 7 8 9 10
No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment
Stable mood with normal variation of affect appropriate to daily functioning. Affect appropriate to situation. Brief periods during which negative mood is experienced slightly more intensely than situation warrants. Emotions are substantially under client control. Affect appropriate to situation but increasingly longer periods during which negative mood is experienced slightly more intensely than situation warrants. Client perceives emotions as being substantially under control. Affect may be incongruent with situation. Extended periods of intense negative moods. Mood is experienced noticeably more intensely than situation warrants. Liability of affect may be present. Effort required to control emotions. Negative affect experienced at markedly higher level than situation warrants. Affects may be obviously incongruent with situation. Mood swings, if occurring, are pronounced. Onset of negative moods are perceived by client as not being under volitional control. Decompensation or depersonalization evident.

Behavioral Domain

Identify and describe briefly which behavior is currently being used. (If more than one behavior is used, rate with number 1 being primary, number 2 secondary, number 3 tertiary.)

Approach ____________________________________________________________________________________________________________________________________________________

Avoidance ____________________________________________________________________________________________________________________________________________________

Immobility ____________________________________________________________________________________________________________________________________________________

Behavioral Severity Scale

Highlight the number that most closely corresponds with client’s reaction to crisis.

1 2 3 4 5 6 7 8 9 10
No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment
Coping behavior appropriate to crisis event. Client performs those tasks necessary for daily functioning. Occasional use of ineffective coping behaviors. Client performs those tasks necessary for daily functioning, but does so with noticeable effort. Occasional use of ineffective coping behaviors. Client neglects some tasks necessary for daily functioning. Client displays coping behaviors that may be ineffective and maladaptive. Ability to perform tasks necessary for daily functioning is noticeably compromised. Client displays coping behaviors that are likely to exacerbate crisis situation. Ability to perform tasks necessary for daily functioning is markedly absent. Behavior is erratic, unpredictable. Client’s behaviors are harmful to self and/or others.

Cognitive Domain

Identify whether a transgression, threat, or loss has occurred in the following areas and describe briefly. (If more than one cognitive response occurs, rate with number 1 being primary, number 2 secondary, number 3 tertiary.)

PHYSICAL (food, water, safety, shelter, et cetera):

Transgression _____ Threat _____ Loss _____

____________________________________________________________________________________________________________________________________________________

PSYCHOLOGICAL (self-concept, emotional well-being, identity):

Transgression _____ Threat _____ Loss _____

____________________________________________________________________________________________________________________________________________________

SOCIAL RELATIONSHIPS (family, friends, coworkers, et cetera):

Transgression _____ Threat _____ Loss _____

____________________________________________________________________________________________________________________________________________________

MORAL/SPIRITUAL (personal integrity, values, beliefs):

Transgression _____ Threat _____ Loss _____

____________________________________________________________________________________________________________________________________________________

Cognitive Severity Scale

Highlight the number that most closely corresponds with client’s reaction to crisis.

1 2 3 4 5 6 7 8 9 10
No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment
Concentration intact. Client displays normal problem-solving and decision-making abilities. Client’s perception and interpretation of crisis event match reality of situation. Client’s thoughts may drift to crisis event but focus of thoughts is under volitional control. Problem-solving and decision-making abilities minimally affected. Client’s perception and interpretation of crisis event substantially match reality of situation. Occasional disturbance of concentration. Client perceives diminished control over thoughts of crisis event. Client experiences recurrent difficulties with problem-solving and decision-making abilities. Client’s perception and interpretation of crisis event may differ in some respects from reality of situation. Frequent disturbance of concentration. Intrusive thoughts of crisis event with limited control. Problem-solving and decision-making abilities adversely affected by obsessiveness, self-doubt, confusion. Client’s perception and interpretation of crisis event may differ noticeably from reality of situation. Client plagued by intrusiveness of thoughts regarding crisis event. The appropriateness of client’s problem-solving and decision-making abilities likely adversely affected by obsessiveness, self-doubt, confusion. Client’s perception and interpretation of crisis event may differ substantially from reality of situation. Gross inability to concentrate on anything except crisis event. Client so afflicted by obsessiveness, self-doubt, and confusion that problem-solving and decision-making abilities have “shut down.” Client’s perception and interpretation of crisis event may differ so substantially from reality of situation as to constitute threat to client’s welfare.

Domain Severity Scale Summary

Affective _____ Cognitive _____ Behavioral _____ = Total _____

 

1

Addiction Assessment and Intervention Plan

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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 have attached the template for this assignment and the full instructions. I would choose Denzel Washington in “Flight”. 10-12 pages are required. DO NOT BID IF YOU CANNOT COMPLETE THIS ASSIGNMENT. I need this completed by 05/08/19 at 6pm.

Assignment – Week 11

Top of Form

Final Project: Addiction Assessment and Intervention Plan

For your Final Project, you will apply the information you have learned in this course to critically analyze a case study and develop an Assessment and Intervention Plan based on it. Your Final Project must explain the choices you made in your plan and be supported with scholarly references from peer-reviewed literature and your course text. The case study for your project will be selected by you from published media (literature or film). The subject of the case study should be at least 16 years of age, and meet criteria for a substance-related or addictive disorder. You can find the full instructions for the Final Project document is attached. I would choose Denzel Washington in “Flight”.

This is taken from the template:

Overview of the Client

In this section, you should provide an overview of the client using the biopsychosocial model.  Included should be biological predispositions, family influences, cultural considerations, and other systemic factors as applicable.  It is suggested that you have at least one paragraph each for the above areas.  These paragraphs should review the research related the areas, and then apply back to the client/case.

Please do not just summarize the character/client here.  Give me content that I couldn’t read or watch about this case.  You should include RESEARCH related to biology, family, culture, etc.  How do these interact with addiction?  Think back to early weeks of the course where we covered these issues.  Review the research and then link it back to the case.  You need to demonstrate some insight here, don’t just review the movie, book, etc.

If you have questions about this, please let me know.  All sections of the paper should work this way….interaction between research and the case.

I am going to post a few ideas for the case study here that have been compiled by some faculty members.  This list is not exhaustive.  You may also use a character from television. I am also going to attach a template for the final project.  You do not have to use this template, but I suggest you consider it for organization or your paper, consideration of what should go into the sections, etc.  Please note, your final paper should not provide a summary of the movie/book that you select.  You will only be using the character as the case study and the rest should flow from that.  Please take some time to look over the assignment and ask questions in advance of the due date.  You can post your questions in the Contact the Instructor Tab as the answer might benefit your peers.  The rubric is essential to follow for this assignment!

“The case study for your project will be selected by you from published media (literature or film). The subject of the case study should be at least 16 years of age, and meet criteria for a substance-related or addictive disorder.

Examples:

· The alcoholic brother (Jim Carrey) in Doing Time on Maple Drive (1992)

· Denzel Washington’s character in Flight (2012)

· Steve Buscemi’s character in Trees Lounge (1996)

· Nicolas Cage’s character in Leaving Las Vegas (1995)

· either of the main character’s in Smashed (2012)

· Sandra Bullock’s character in 28 Days

· Michael Keaton’s character in Clean and Sober (1988)

· Meg Ryan’s character (Alice Green) in When a Man Loves a Woman (1994)

·  list that might be helpful: http://www.imdb.com/list/ls050657088/

· Characters have been used from TV such as Nurse Jackie, House, Breaking Bad, etc.

· Beautiful Boy – good which is also now a movie on Amazon Prime

Required Resources

  • Van Wormer, K., & Davis, D. R. (2018). Addiction treatment: A  strengths perspective (4th ed.). Boston, MA: Cengage.
    • Chapter 2, “Historical Perspectives” (pp. 51-87)
    • Chapter 13, “Public Policy” (pp.507-532)

      © 2015 Laureate Education, Inc. Page 1 of 1

      Final Project

      Addiction Assessment and Intervention Plan For your Final Project, you will apply the information you have learned in this course to critically analyze a case study and develop an Assessment and Intervention Plan based on it. Your Final Project must explain the choices you made in your plan and be supported with scholarly references from peer-reviewed literature and your course text. The case study for your project will be selected by you from published media (literature or film). The subject of the case study should be at least 16 years of age and meet criteria for a substance-related or addictive disorder. Your Final Project should be 10–12 pages and include all of the following:

      1. Overview of client using biopsychosocial model—this should include biological predispositions, family influences, cultural considerations, and other systemic factors, as applicable.

      2. Assessment tools and rationale for selection 3. Provisional diagnosis with criteria; alternate considerations and rule-outs noted 4. Chosen therapeutic approach with rationale for selection; initial treatment goals

      for client 5. Ethical and legal considerations 6. Relapse prevention and continuum of care plan

      Don’t forget to include an introduction and summary in your paper! Although the Final Project is not to be submitted until Day 4 of Week 11, you should become familiar with the case study and project requirements and have them in mind as you proceed through the course. It is wise to select a subject for your final project at the start of the term, so you can conceptualize each section of the project as you progress through the course. The Final Project will be evaluated according to all four indicators in the Application Assignment and Final Paper Writing Rubric located in the Course Info area. Be sure that the Final Project is written using APA format. Information on scholarly writing may be found in the APA Publication Manual (6th ed.) and at the Walden Writing Center website. Also, refer to the Code of Conduct and Academic Integrity section of the Guidelines and Policies area of the course navigation menu. The Final Project is due on Day 4 of Week 11. Refer to the Week 11 Project area for submission details.

       

      http://writingcenter.waldenu.edu/
      • Final Project
      • Addiction Assessment and Intervention Plan

Policy Analysis and Application

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Discussion 1: Policy Analysis and Application

 

According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals,  guarantee equal access to services, and promote social and economic justice.

 

For this Discussion, review this week’s resources, including Working with Survivors of Sexual Abuse and Trauma: The Case of Rita. Consider what change you might make to the policies that affect the client in your case. Finally, think about how you might evaluate the success of the policy changes.

 

·      Post  an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post.
 

·      Finally, explain how you might evaluate the success of the policy changes.

 

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

References:

 

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

“Working With Survivors of Sexual Abuse and Trauma: The Case of Rita” (pp. 81–83)

 

Rome, S., Harris, S., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

 

 

 

Working With Survivors of Sexual Abuse and Trauma: The Case of Rita

Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.

A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.

My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to disclose to others when the time felt right. In addition, Rita would receive important information regarding state policy and procedure for victims of sexual assault that would assist her in deciding when and how to report the crime if she chose to do so.

My treatment involved crisis intervention and stabilization along with emotional support and validation surrounding her experience. Managing her trauma and acute stress symptoms were key to her recovery. Those symptoms included guilt, shame, emotional shock, powerlessness, anxiety, fear, anger, and doubting her judgment. We processed Rita’s emotional dysregulation and sense of outrage over what happened. Over the weeks that followed, we also explored Rita’s relationship to her immediate and extended family and how they had high expectations for her and her future. Rita’s shame over the assault prevented her from telling her family for fear they would also be shamed and judge her for accepting a ride from someone she did not know well. We discussed the policy for reporting a sexual assault to the police in our state and how Rita only had a 90-day window to report the crime after her forensic evidence was obtained. After 90 days, the forensic kit would be destroyed.

The problem with the current 90-day hold policy in our state for victims like Rita is that a person in crisis experiences strong and conflicting emotions and is faced with an acute sense of disequilibrium and disorientation. This, in turn, affects her or his ability to retain information and make decisions. The person, therefore, has barely enough time to make sense of what happened to her or him, let alone decide what to do about it. The 90-day hold policy may not afford a traumatized victim of sexual assault enough time to make a decision to report to law enforcement.

I utilized a strengths-based model in my treatment with Rita to help her address the decision to report the crime. A strengths-based framework is client-led with a focus on future outcomes and strengths that the client brings to a problem or crisis. It is an effective helping strategy that builds on a person’s resiliency and ego strength. An integrative strengths-based intervention can contribute to the development of a positive outcome for clients in crisis.

I counseled Rita for 6 months. After 5 months, Rita felt strong enough to disclose to her family and file a report with the police. However, because the 90-day window had closed by the time she was stabilized and emotionally ready to file, her forensic evidence was unavailable.

 

 

 

 

 

 

 

 

 

 

 

 

 

Discussion 2: Evaluating Policy Implications

 

When developing, implementing, or revising organizational policies, it is important that all potential consequences be considered. Social workers must be particularly sensitive to any negative consequences or unintentional harm the policies might cause for any individual or group.

 

For this Discussion, review this week’s resources, including the Johnson Family video. Consider the campus’ policies on how sexual assault accusations are addressed. How might the current procedures and policies negatively affect survivors of sexual assault? What changes might you suggest to the campus policies to better protect survivors? Finally, describe how you might evaluate the success of these policy changes.

 

·      Post an identification of how the current campus policies on sexual assault might negatively affect survivors and an explanation of the changes you might make to these policies that would protect sexual assault survivors.
 
·      Be sure to reference the Talia Johnson case in your post.
 

·      Finally, explain how you might evaluate the success of these policy changes.

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

References

 

Laureate Education (Producer). (2013). Sessions: Johnson family (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 

Johnson Family Episode 4

Program Transcript

 

[MUSIC PLAYING]

 

MALE SPEAKER: There are two things I want you to think about as we go forward, process and possible outcomes.

 

As I explained on the phone to each of you, the university’s policy in cases like this is for me to give each of you the opportunity to tell your side of the story. This is a university procedure. It does not involve the police. Once I’ve heard both

sides it will be up to me to decide what action to take. Do you understand?

 

BOTH: Yes.

 

MALE SPEAKER: Now, possible outcomes. Talia’s claims could be dismissed. However, if her claims are accepted as true Eric could be suspended for a semester, or an entire year, or he could be expelled. This all depends on how the university rules. Am I clear? Are there any questions before we get started?

 

ERIC: What if you decide she’s lying? What happens to her then?

 

MALE SPEAKER: I’ve already described the potential outcomes. That’s it.

 

TALIA: You’re the one who’s lying. You told people we had sex when you raped me.

 

ERIC: Slut.

 

BOTH: Liar! Rapist!

 

MALE SPEAKER: End of conversation. I’ll schedule a meeting next week. Use that time to prepare. Do I make myself clear?

 

 

 

 

 

 

 

 

 

 

Discussion 3: The Social Work Advocate in Politics

Social workers often have commitments to specific policies, laws, or funding of programs that are vital to the population they serve or an issue that they strongly support. Such commitments often lead social workers to become involved in political issues and the campaigns of specific candidates. Being a social worker, such campaign experiences, the outcomes of your efforts, and how effective you felt you were may affect your view of the political process and the likelihood of becoming involved in similar campaigns in the future.

 

For this Discussion, reflect on your experiences if you have ever participated in a political campaign. What was the outcome of your participation? If you have not participated in a campaign, choose a campaign topic you support or oppose and consider the ways you might like to participate in that campaign. Likewise, think about your experiences if you have ever lobbied on a topic. If you have not, choose a topic for which you might like to lobby in favor or against. Finally, consider how you think social workers might have a powerful and positive effect as elected officials.

 

·      Post an explanation of the role of lobbying and campaigning in social work practice.
 
·      Then, explain how you think social workers might have a powerful and positive effect as elected officials.
 
·      Finally, explain of the impact, if any, the experiences and opinions of your colleagues have had on your own experiences and opinions.
 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

References

 

Rome, S., Harris, S., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

 

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education

 

 

 

 

 

 

 

 

 

 

 

 

DISCUSSION 4: Systems Perspective and Social Change

Zastrow and Kirst-Ashman (2016) stated, “Clients are affected by and in constant dynamic interactions with other systems, including families, groups, organizations, and communities” (p. 35-36). As a social worker, when you address the needs of an individual client, you also take into account the systems with which the client interacts. Obtaining information about these systems helps you better assess your client’s situation. These systems may provide support to the client, or they may contribute to the client’s presenting problem.

 

For this Discussion, review “Working With People With Disabilities: The Case of Lester.”Consider the systems with which Lester Johnson, the client, interacts. Think about ways you might apply a systems perspective to his case. Also, consider the significance of the systems perspective for social work in general.

·      Post a Discussion in which you explain how multiple systems interact to impact individuals.
 
·      Explain how you, as a social worker, might apply a systems perspective to your work with Lester Johnson.
 

·      Finally, explain how you might apply a systems perspective to social work practice.

 

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

References

 

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

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 

Working With Clients With Disabilities: The Case of Lester

Lester is a 59-year-old, African American widower with two adult children. He lives in a medium-sized Midwestern city. Four months ago, he was a driver in a multiple vehicle crash while visiting his daughter in another city and was injured in the accident, although he was not at fault. Prior to the accident he was an electrician and lived on his own in a single-family home. He was an active member in his church and a worship leader. He has a supportive brother and sister-in-law who also live nearby. Both of his children have left the family home, and his son is married and lives in a nearby large metropolitan area.

When he was admitted to the hospital, Lester’s CT showed some intracerebral hemorrhaging, and the follow-up scans showed a decrease in bleeding but some midline shift. He seemed to have only limited cognition of his hospitalization. When his children came to visit, he smiled and verbalized in short words but could not communicate in sentences; he winced and moaned to indicate when he was in pain. He had problems with balance and could not stand independently nor walk without assistance. Past medical history includes type 2 diabetes; elevated blood pressure; a long history of smoking, with some emphysema; and a 30-day in-house treatment for binge alcoholism 6 years ago following his wife’s long illness with breast cancer and her subsequent death.

One month ago he was discharged from the hospital to a rehabilitation facility, and at his last medical review it was estimated he will need an additional 2 months’ minimum treatment and follow-up therapies in the facility.

As the social worker at the rehab center, I conducted a psychosocial assessment after his admission to rehabilitation.

At the time of the assessment, Lester was impulsive and was screened for self-harm, which was deemed low risk. He did not have insight into the extent of his injury or changes resulting from the accident but was frustrated and cried when he could not manipulate his hands. Lester’s children jointly hold power of attorney (POA), but had not expressed any interest to date in his status or care. His brother is his shared decision making (SDM) proxy, but his sister-in-law seemed to be the most actively involved in planning for his follow-up care. His son and daughter called but had not visited, but his sister-in-law had visited him almost daily; praying with him at the bedside; and managing his household financials, mail, and house security during this period. His brother kept asking when Lester would be back to “normal” and able to manage on his own and was eager to take him out of the rehabilitation center.

Lester seemed depressed, showed some flat affect, did not exhibit competency or show interest in decision making, and needed ongoing help from his POA and SDM. His medical prognosis for full recovery remains limited, with his Glasgow Coma Scale at less than 9, which means his injury is categorized as catastrophic.

Lester currently has limited mobility and is continent, but he is not yet able to self-feed and cannot self-care for cleanliness; he currently needs assistance washing, shaving, cleaning his teeth, and dressing. He continues with daily occupational therapy (OT) and physical therapy (PT) sessions.

He will also need legal assistance to apply for his professional association pension and benefits and possible long-term disability. He will also need help identifying services for OT and PT after discharge.

He will need assistance from family members as the determination is made whether he can return to his residence with support or seek housing in a long-term care facility. He will need long-term community care on discharge to help with basic chores of dressing and feeding and self-care if he is not in a residential care setting.

A family conference is indicated to review Lester’s current status and short-term goals and to make plans for discharge.