Application Of Systems Theory To A Case Study

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

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

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

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

By Day 7

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

 

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 14: General Systems Theory (pp. 240–247)

Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16(1/2), 57–72. doi:10.1300/J137v16n01-05

Note: You will access this article from the Walden Library databases.

Turner, F. (2011). Theory and social work treatment. In Social work treatment: Interlocking theoretical approaches (5th ed., pp. 3–13). New York, NY: Oxford University Press.

Social Work Treatment: Interlocking Theoretical Approaches, 5th Edition by Turner, F. Copyright 2011 by Oxford University Press – Books (US & UK). Reprinted by permission of Oxford University Press – Books (US & UK) via the Copyright Clearance Center.

Document: Comparing Individual-Related and Structural/Cultural-Related Theories (Word document)

Document: Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014). Counseling and psychotherapy theories in context and practice [Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=277

This week, watch the “Family Systems Therapy” segment by clicking the applicable link under the “Chapters” tab.

Note: You will access this video from the Walden Library databases.

Counseling Systems and Techniques

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PSY 525

Counseling Systems and Techniques

 

 

 

Text:

 

 

 

Authors: Publisher:

Theories of Counseling and Psychotherapy: A Case Approach

 

 

2nd Edition, 2009

 

ISBN-10: 0132286521; ISBN-13: 9780132286527

 

Nancy L. Murdock

 

 

Prentice Hall

Study Guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PSY 525 Counseling Systems and Techniques

Unit 1 Examination

 

 

 

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

 

 

1. A counseling theory:

 

a. helps therapists organize information about their clients.

b. may lead a therapist to view a client from a biased perspective. c. contributes to the gap between theory and practice.

d. both a and b are true.

 

2. Counseling theories provide therapists with:

 

a. fancy ways to talk to their clients about their presenting problems. b. a method to identify with their clients.

c. a professional schemata.

d. alternative to relying on self-disclosure during therapy sessions.

 

3. A good counseling theory is:

 

a. precise.

b. has empirical support. c. fits the client well.

d. a and b

 

4. The most important point of Project MATCH was to:

 

a. conduct a bigger, better, psychotherapy outcome study.

b. discover the unique ingredients of the Alcoholics Anonymous approach.

c. look at the effectiveness of three approaches to therapy with many kinds of clients. d. assess the effects of client characteristics in psychotherapy outcome.

 

5. The Consumer Reports study was controversial because:

 

a. it used retrospective reports of clients. b. it was not an experimental study.

c. the therapists in the study were atheoretical. d. a and b

 

6. The Scientist-Practitioner Model means that:

 

a. all counselors should be scientists.

b. all counseling should be conducted in a laboratory.

c. most of the standard counseling theories should be abandoned. d. none of the above

 

7. The role of the analyst is BEST characterized as that of:

 

a. a sage.

b. a teacher.

c. a fellow traveler. d. a doctor.

 

 

 

8. Susan, the analyst, looks forward to her 10:00 client on Fridays. She spends a lot of time reading about issues relevant to this client’s presentation. Susan is probably experiencing:

 

a. countertransference. b. transference.

c. sublimation. d. burnout.

 

9. Traditional psychoanalysis is:

 

a. well supported by research.

b. popular with insurance companies. c. not supported by research.

d. never practiced anymore.

 

10. The primary purpose of the training analysis is:

 

a. to prevent countertransference.

b. to make sure that the therapist knows her theory.

c. to examine parallel processes between client and counselor. d. to ensure the continuation of psychoanalytic psychotherapy.

 

11. Susan is an analyst who is working with her client Chloe and asks Chloe to “free associate” and tell Susan everything that comes into her mind. Chloe does not disclose everything that she is thinking because she does not feel that it is relevant to the session. Chloe has:

 

a. violated the Fundamental Rule of Psychoanalysis. b. assumed the role of the analyst.

c. taken the “back seat”.

d. completed her formal assessment.

 

12. Which of the following is true regarding the Id and the Ego?

 

a. The goal of the id is to seek pleasure and avoid pain, and the goal of the Ego is to satisfy the Id and keep the individual safe.

b. Topographically, the Id represents unconsciousness and the Ego represents consciousness. c. The Id neutralizes pressure that the individual experiences from the environment and the

Ego provides a moral guide for the individual.

d. The Id operates according to secondary process and the Ego operates according to primary process.

 

 

 

13. Women experience a more difficult development path, according to Freud, because they:

 

a. are inherently inferior to men. b. have male relatives.

c. do not develop egos.

d. don’t experience a fear of castration.

 

14. The end result of SP therapy is:

 

a. to rebuild the self rather than insight or expansion of the ego’s capacities. b. to repress all unpleasant childhood memories.

c. to be more in touch with the sexual and aggressive aspects of one’s personality. d. to have more friends.

 

15. The core of therapy in the SP model is:

 

a. transference.

b. enlightenment. c. empathy.

d. disengagement.

 

16. Which of the following theories uses formal assessment methods?

 

a. Self Psychology (SP) b. Ego Psychology (EP) c. Object relations (OR) d. None of the above

 

17. RP practitioners prefer to meet with the clients more than once a week:

 

a. because they want to earn extra money.

b. to encourage the development of the countertransference. c. to encourage development of the transference relationship. d. none of the above

 

18. The goal(s) of RP is/are:

 

a. to give the client new ways of interacting with others. b. to help them get in touch with their inner self.

c. to help clients change relationship patterns that are problematic. d. a and c

 

19. Neoanalytics were about the only theorists to write extensively about:

 

a. personality disorders. b. sexual urges.

c. family dysfunction. d. aggression.

 

 

 

20. Laurie doesn’t do her homework. According to Adler, her parents should:

 

a. force her to do it. b. do it for her.

c. talk to her teacher.

d. allow natural consequences.

 

21. Which of the following is true about outcome research on Individual Psychology counseling?

 

a. It can be questioned methodologically. b. It is uniformly supportive of IP theory.

c. It is not supportive of IP theory. d. It is published in many journals.

 

22. Which of the following best describes Alfred Adler’s view of human nature?

 

a. Humans develop the desire to achieve perfection based on feedback that they receive from their adult caregivers.

b. Humans are more likely to adapt to their environment when they develop apart from others. c. Humans create their own life paths.

d. Humans are born with a sense of superiority.

 

23. Jennie tells her Adlerian counselor that she would love be a party girl but she is just too shy.

Andy, the Adlerian, instructs Jennie to spend the next two weeks pretending that she is outgoing and sociable. Andy is using the Individual Psychology technique know as:

 

a. creating images.

b. pushing the button. c. acting as it.

d. interpretation.

 

24. Alfred Adler believes that psychological dysfunction results from:

 

a. lifestyles that enhance the self and are not socially oriented.

b. satisfying the needs of society rather than focusing on the needs of self. c. a fundamental lack of connection between mind and body.

d. failing to use the organismic valuing system to evaluate self worth.

 

 

 

25. Dwight is a well-trained Adlerian therapist. Richard has begun treatment with Dwight to relieve his feelings of anxiety that he experiences when giving presentations at work. During last week’s session, Dwight instructed Richard to visualize being at the ocean, a scene that brings pleasant feelings to Richard. Dwight then instructed Richard to visualize

giving a presentation and focus on his feelings of anxiety. When Dwight reported to Richard that he felt substantially anxious, Richard instructed Dwight to again visualize being at the ocean and focus on the calm feelings that he experienced.

 

The purpose of the intervention that Richard used was to:

 

a. allow Dwight to gain awareness of his unconscious aggression toward is co-workers. b. allow Dwight to consider the ridiculous nature of his reaction to giving presentations. c. teach Dwight that he has control over the feelings that he experiences.

d. experience life from another person’s perspective.

 

 

Written Assignment for Unit One

 

•

Include your name, student number, course number, course title and unit number on each page of your written assignment (this is for your protection in case your materials become separated).

•

Begin each written assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

•

Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion).

 

•

Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to written assignments. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course Syllabus for more details on plagiarism and proper citation styles.

 

 

 

Please answer ONE of the following:

 

1. Describe the stages of psychoanalysis.

 

 

 

 

 

 

 

2. Describe how Self Psychology is different from the other three types of neoanalytical theories.

 

 

 

 

 

 

 

3. Discuss Adler’s ideas about birth order.

PSY 525 Counseling Systems and Techniques

Unit 2 Examination

 

 

 

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

 

 

1. Tim comes to the counselor because he is afraid of life. He does not trust others and therefore has difficulty establishing satisfying relationships. His Person Centered therapist, Carl, would hope that, as a result of counseling, Tim could:

 

a. learn assertiveness skills.

b. be more in touch with his experience. c. use fewer defense mechanisms.

d. confront his parents about conditions of worth they instilled.

 

2. Patty, the Person Centered counselor, tells her client Jose that she is feeling uncomfortable with the way he interacts with her. She is demonstrating:

 

a. congruence.

b. misjudgment.

c. countertransference. d. anxiety.

 

3. Person Centered therapy has been criticized because:

 

a. it is too positive about human beings. b. the techniques are difficult to learn.

c. it is individualistic. d. a and c

 

4. The necessary and sufficient conditions of therapy, according to Person Centered theorists, include all EXCEPT:

 

a. the client and counselor are equals.

b. counselor is the expert, guiding the client on a journey to healing. c. the counselor strives to understand the client’s experience.

d. all of the above are necessary and sufficient conditions.

 

5. Achieving good health is a process, not a:

 

a. destination.

b. impossible outcome. c. fluke.

d. dream.

 

6. In a Person Centered model, growth of the individual depends upon:

 

a. creating conditions of worth.

b. accurate perceptions of others.

c. accurate perceptions of experience. d. eliminating destructive tendencies.

 

 

 

 

 

7. Little Stella has a friend, Shelly, who tends to punch on Stella when they play together.

Lately, Stella has been crying when she sees Shelly and tries to crawl away from her. Stella is demonstrating the operation of the:

 

a. self-actualization tendency. b. core conditions.

c. conditions of worth.

d. organismic valuing process.

 

8. If you were an ET theorist and your client was “being in the physical world”, what is the correct term for that state of being?

 

a. Umwelt b. Mitwelt

c. Eigenwelt d. Bigwelt

 

9. If you were an ET theorist and your client was “in the inner psychological world”, what is the correct term for that state of being?

 

a. Umwelt b. Mitwelt

c. Eigenwelt d. Bigwelt

 

10. In Existential theory, the ultimate concern is:

 

a. bankruptcy.

b. being unloved. c. death.

d. a and c

 

11. This type of anxiety is destructive, paralyzing and tends to be repressed:

 

a. Normal

b. Existential c. Neurotic

d. Psychotic

 

12. When a client is experiencing guilt about possibilities unfulfilled, this is called:

 

a. Catholic guilt.

b. existential guilt. c. Umwelt guilt.

d. normal guilt.

 

 

 

 

 

13. An ET counselor is more interested in the client’s experience than his/her .

 

a. present; past

b. present; future c. past; present

d. future; present

 

 

 

14. A major characteristic of the therapeutic atmosphere of Gestalt therapy is to:

 

a. focus solely on events of the past and disregard the experience of the here and now.

b. focus solely on the experience of the here and now and disregard what has happened in the past.

c. examine what has happened in the past as it is experienced in the here and now of therapy. d. prevent the client from gaining awareness of how past events influence how he or she

interacts in the here and now.

 

 

 

 

Please answer questions 15 – 16 based on the following paragraph:

 

Desi is a 35 year-old Hispanic male who moved to the U.S. from Mexico approximately 4 years ago. Desi is married to Julie, a 32 year-old Caucasian female, who is an assistant professor in the counseling psychology program of a well-known university. Desi and Julie have 3 children and the couple decided after their first child was born that Desi would care for the children due to Julie’s full-time teaching and research activities. Desi was referred to counseling by his primary care physician due to Desi’s complaint of panic attacks, nightmares, and shortness of breath. His therapist (Pat) is a practicing Gestalt therapist.

 

15. Pat will MOST likely assess Desi to determine:

 

a. the most accurate DSM-IV diagnosis.

b. whether his presenting symptoms of anxiety are due to his history of asthma. c. the career that would be most appropriate for him to pursue.

d. Desi’s current level of awareness.

 

 

 

16. As Desi’s therapy progresses, Pat will:

 

a. encourage Desi to actively explore key aspects of his sense of identity.

b. actively explore key aspects of his sense of identity using projective methods.

c. gather evidence to support his perception of Desi’s sense of identity without disclosing his findings to Desi.

d. disclose aspects of his own sense of identity with the hope that Desi will assimilate them.

 

 

 

 

 

17. Which of the following characteristics of Gestalt therapy contributes to its usefulness with clients from diverse populations?

 

a. focus on expressiveness

b. focus on understanding the person in the environment and exploration of the client’s awareness

c. the focus on self-disclosure

d. the lack of importance of content

 

 

 

18. This concept refers to a complete loss of self in which the individual cannot separate himself/

herself from the environment:

 

a. retroflection b. introjection c. confluence d. projection

 

 

 

19. This defense occurs when a client’s impulse is blunted or dampened (i.e. a person smiles to soften the expression of his/her anger):

 

a. deflection b. denial

c. avoidance d. acting out

 

 

 

20. The problem with theory testing research in the area of behavioral approaches is that:

 

a. it is difficult to test the theory separate from outcome. b. behavioral constructs are hard to operationalize.

c. behavior therapists are bad researchers. d. all of the above are true

 

 

 

21. Which one of the following is NOT associated with Behavior Therapy?

 

a. Skinner b. Adler

c. Watson d. Pavlov

 

 

 

 

 

22. James is awakened at night by the barking dog (Hans) who lives next door. James opens his window and yells at the dog, to no avail. James next throws one of his best shoes at the dog, who immediately stops barking and busily chews on the shoe. James’ shoe-throwing behavior has been:

 

a. positively reinforced. b. counterconditioned.

c. negatively reinforced.

d. James’ behavior will not change.

 

 

 

23. In the previous question, the dog’s behavior has been:

 

a. counter conditioned. b. positively reinforced. c. negatively reinforced. d. punished.

 

 

 

24. Susan wants her boyfriend to kiss her more often. Unfortunately, boyfriend Dan does not approach Susan physically very much. Susan begins to smile and say nice things to Dan every time he comes within six inches of her. Pretty soon, Dan is so close that he touches Susan. She smiles and says very nice things to him. Susan continues to reward Dan’s behavior when he touches her and finally one day he kisses her. She jumps for joy. What technique is she using?

 

a. shaping

b. negative reinforcement c. positive punishment

d. none of the above

 

 

 

25. Dave has a shoe phobia. It is so bad that he can’t go to work because he works construction and his boss will not allow him to come to work barefoot. Dave consults with Phil, the behavior therapist. Phil discovers that when Dave was young, his dad would beat Dave with his wingtip shoes when he did something wrong. For Dave, shoes are:

 

a. the conditioned response. b. the conditioned stimulus.

c. the unconditioned stimulus. d. the unconditioned response.

 

 

Written Assignment for Unit Two

 

•

Include your name, student number, course number, course title and unit number on each page of your written assignment (this is for your protection in case your materials become separated).

•

Begin each written assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

•

Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion).

 

•

Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to written assignments. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course Syllabus for more details on plagiarism and proper citation styles.

 

 

 

Please answer ONE of the following:

 

1. What are the necessary and sufficient conditions of therapy, according to Person Centered therapy? What does the research tell us about these conditions?

 

 

 

 

 

2. Evaluate Existential Theory’s utility for clients who are of diverse backgrounds. What are its strengths and potential pitfalls?

 

 

 

 

 

3. Describe how you might use modeling procedures in helping a client learn a specific social skill.

PSY 525 Counseling Systems and Techniques

Unit 3 Examination

 

 

 

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Julie believes that she absolutely MUST be the best mother possible. According to REBT, she should instead:

 

a. sacradize.

b. forget about it. c. importantize.

d. practice UAO.

 

2. When an individual experiences an Activating event and processes it with a rational belief, she/he is likely to:

 

a. not feel any emotion.

b. experience discomfort disturbance. c. experience ego disturbance.

d. none of the above

 

3. The REBT counselor would be LEAST likely to use the following technique:

 

a. bibliotherapy b. reframing

c. extensive problem exploration d. b and c

 

4. Which of the following is most important in REBT?

 

a. thoughts b. feelings

c. behavior

d. motivation

 

5. The role of the client in REBT is:

 

a. patient.

b. collaborator.

c. expert on the self. d. none of the above

 

6. The role of the counselor in REBT is:

 

a. doctor. b. teacher.

c. co-facilitator. d. submissive.

 

 

 

7. The best client outcome in REBT involves:

 

a. adopting a new life philosophy. b. symptom remission.

c. better interpersonal relationships. d. changing irrational beliefs.

 

8. Which of the following is NOT a level of cognitive processing?

 

a. automatic b. conscious

c. unconscious

d. metacognitive

 

9. The initial roles of the therapist and client in Cognitive Therapy are MOST like:

 

a. co-therapists.

b. fellow travelers. c. doctor-patient. d. parent-child.

 

10. Collaborative Empiricism refers to the:

 

a. client and therapist working together to investigate the client’s presenting problem. b. warmth and genuineness that the therapist and client demonstrate to each other.

c. therapist’s position as a blank slate in the second phase of treatment. d. client’s role of a student in the first phase of treatment.

 

11. In CT, client resistance is seen as stemming from:

 

a. activated depressogenic schemata.

b. irrational beliefs toward the therapist. c. therapist beliefs.

d. problems in collaboration.

 

12. Arlene, the Cognitive Therapist, asks her client Sue to take some baby steps towards re-establishing her relationship with her family. Arlene is using:

 

a. a graded task assignment. b activity scheduling.

c. Socratic questioning. d. none of the above

 

 

 

13. Cognitive restructuring occurs via:

 

a. behavioral techniques used in Cognitive Therapy. b. cognitive techniques used in Cognitive Therapy.

c. investigation into irrational core beliefs that developed during childhood. d. both a and b

 

14. Stephen is in therapy with Bob, and they decide that Stephen should, over the next week, meet one new person every day. When Stephen comes to his next session, he has met only three new people. Bob asks what Stephen will do over the next week to meet seven new people. Bob is MOST likely to be a(n):

 

a. Gestalt therapist.

b. Interpersonal therapist.

c. Family systems therapist. d. Reality therapist.

 

15. According to Reality Therapy, the reason we get depressed is that:

 

a. we are unhappy.

b. we are unhappy with ourselves.

c. we have unsatisfied needs for fun. d. we are unhappy with our job.

 

16. Researchers who have investigated the efficacy of Reality Therapy have generally reported that

Reality Therapy is:

 

a. as effective as a placebo. b. generally effective.

c. more effective than Cognitive Therapy.

d. more effective than treatment with medication.

 

17. Which of the following is an example of a question that a Reality Therapist is likely to ask a client?

 

a. “If tonight while you are sleeping, something happened that made everything better, how would you know?”

b. “What is your earliest recollection of your mother and father?”

c. “What will happen if you continue doing what you have been doing up until now?”

d. “What has worked for you in the past to solve the problem that you are having right now?”

 

 

 

18. A common criticism of the findings of Reality Therapy outcome research is that:

 

a. the findings are not generalizable due to the strict analog research designs that are used. b. the treatment time is too long.

c. samples are not drawn from diverse populations. d. it is too simplistic.

 

19. According to Reality Therapy theory, personality is:

 

a. the relative strengths of a person’s basic needs. b. not fully fixed until adulthood.

c. heavily influenced by parental reactions. d. easily changed.

20. Feminist Therapists believe that sex is determined and gender is determined. a. socially; biologically

b. biologically; socially

c. environmentally; genetically d. systematically; randomly

 

21. Feminist Therapists see dysfunction as resulting primarily from:

 

a. biological factors.

b. psychological factors.

c. oppressive environmental and social factors. d. past traumatic experiences.

 

22. Upon which of the following areas do Feminist Therapists tend to focus on in the counseling process?

 

a. building a sense of empowerment within the client b. assertiveness training

c. relational therapy

d. all of the above are true

 

23. Shanelle is seeing Betty, the feminist therapist, because she is having panic attacks. In one session, Shanelle talks about her anger because Betty has so much power over her. Betty is likely to:

 

a. acknowledge the power differential between them. b. respond empathically to Shanelle’s anger.

c. see Shanelle’s reaction as transference.

d. assure Shanelle that their relationship is egalitarian.

 

 

 

24. Based on question #23 above, which of the following techniques is Betty LEAST likely to use with Shanelle?

 

a. Gender role analysis

b. Systematic desensitization c. Self disclosure

d. Assertiveness training

 

25. Based on question #23, Shanelle’s treatment plan for therapy will MOST likely include which of the following goals?

 

a. Appreciate and accept the fundamental differences between people from different ethnic backgrounds.

b. Appreciate and accept the fundamental differences between men and women. c. Develop a personal sense of power.

d. Develop rational thoughts about her perceptions of the majority culture.

 

 

Written Assignment for Unit Three

 

•

Include your name, student number, course number, course title and unit number on each page of your written assignment (this is for your protection in case your materials become separated).

•

Begin each written assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

•

Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion).

 

•

Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to written assignments. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course Syllabus for more details on plagiarism and proper citation styles.

 

 

 

Please answer ONE of the following:

 

1. Discuss the ABCDE model using a client example.

 

 

 

 

 

 

 

2. What are the basic human needs, according to Reality Therapy? Which is most important and why?

 

 

 

 

 

 

 

3. Describe William Glasser’s views on assessment and diagnosis.

PSY 525 Counseling Systems and Techniques

 

 

 

PSY 525 Counseling Systems and Techniques

Unit 4 Examination

 

 

 

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

 

 

1. Clinicians who are concerned with cultural biases that are inherent with theories such as Family Systems Theories tend to criticize FST for:

 

a. the narrow definition of family.

b. the fact that differentiation is not culturally sensitive, and can sometimes be destructive to families who are not Caucasian middle-class.

c. the distinct heterosexual bias. d. all of the above

 

2. Which of the following theorists would most closely match the philosophy of human nature adopted by Virginia Satir?

 

a. Sigmund Freud b. Carl Rogers

c. Albert Ellis d. Aaron Beck

 

3. Minuchin’s theory of personality development tends to focus on:

 

a. feedback that the identified patient receives from the other family members. b. implications of being a member of a triangle within a family.

c. the development of the family rather than each individual within the family. d. Minuchin does not propose a theory of personality development.

 

4. When stress levels rise in a family that is of relatively low differentiation, which of the following is likely to be observed?

 

a. Problems in the couple relationship b. Dysfunction in a child

c. Dysfunction in one of the partners d. All of the above are possible

 

5. The idea that the therapist must know their own family is essential to which of the FSTs?

 

a. structural b. strategic c. satir

d. none of the above

 

6. The pseudo independent posture is the result of:

 

a. impression management strategies. b. high differentiation.

c. low self-esteem.

d. low differentiation.

 

 

 

 

 

7. Janie is the youngest child in a large family. Her relatives all live down the street from Janie, but Janie refuses to visit anyone, even for Thanksgiving dinner. According to Bowen, Janie is displaying:

 

a. emotional cutoff. b. triangulation.

c. disengagement. d. pseudo self.

 

Please answer questions 8 – 10 based on the paragraph below:

 

Jessie sought therapy because he was fired from his last two jobs and his wife has threatened to file for divorce unless he attended counseling. During the initial meeting, Jessie told his therapist, Greg, that he isn’t really sure why he needs to come to counseling; after all, his bosses were “just really unreasonable” and his wife is “always nagging him” about not working.

 

8. Greg, who is a Solution Focused Therapist, hypothesizes that Jessie might be a:

 

a. customer.

b. complementary receiver. c. complainant.

d. visitor.

 

9. Greg is likely to focus on Jessie’s:

 

a. thoughts about how the two of them could work together to make something different in

Jessie’s life.

b. difficulty taking responsibility for being fired. c. relationship with his wife.

d. apparent lack of concern for the problems that he is encountering..

 

10. Which of the following interventions is Greg likely to try with Jessie?

 

a. differentiation b. compliments

c. having Jessie make a genogram d. hypnotherapy

 

 

 

Please answer questions 11 – 14 based on the paragraph below:

 

Jane is a 42 year-old married mother of four children who was recently diagnosed with multiple sclerosis – a neurological disorder that often leads to motor weakness, speech disturbance,

and other cognitive symptoms. She sought counseling from Mark, who is currently involved in a Solution Focused Training program. As Mark conducted his intake assessment of Jane, he determined that Jane was experiencing symptoms of depression that were particularly related to her loss of sensation in her feet and lack of coordination. Jane further reported that as her

symptoms have progressed, she is aware that when she goes out to run errands or do activities with her children, people generally treat her “differently” than before she became ill.

 

11. Mark will likely conduct a formal assessment of Jane (e.g., a structured interview, brief measure of intelligence, and paper and pencil personality inventory) for the purpose of:

 

a. examining how her conditions of worth are related to her current symptoms of depression. b. investigating the extent that her symptoms of depression are due to her physical illness.

c. determining an accurate DSM-IV diagnosis.

d. Solution Focused Therapists do not use formal assessments.

 

12. In addition to empathic listening, Mark would most likely:

 

a. focus on family members’ reactions to Jane’s disease. b. look for evidence of Jane’s competence and strength.

c. acknowledge that Solution Focused approaches to therapy are only effective for psychological disorders.

d. ask Jane a series of questions about her illness as soon as possible, given the nature of

Jane’s problems.

 

13. Mark asks Jane the question, “If while you were sleeping something happened to make everything better, how would you know that things were better in the morning?” Mark’s question is an example of which of the following Solution Focused Interventions?

 

a. The person is political b. Scaling Questions

c. The Miracle Question

d. Fast Forward Questions

 

 

 

 

 

14. Mark spends many sessions gathering further information about Jane and ends up attributing

Jane’s depression and hopelessness to a traumatic event that happened during Jane’s

first marriage. Mark presents his conceptualization to his supervisor, who is likely to conclude that:

 

a. Mark is right on track with his hypotheses and should explore the roots of Jane’s depression further.

b. Jane has little or no hope to ever feel happy again, due to this traumatic event. c. Jane would benefit from continued assessment.

d. Mark has become “tangled” in the problem.

 

15. Which of the following is NOT one of West and Bubenzer’s (2002) three problematic narratives?

 

a. Ongoing Conflict

b. Not Being Appreciated c. Continual Lack of Trust d. Being Used

 

16. Assessment in a Narrative Therapy model is:

 

a. seen as a continuous process that is focused on understanding client’s perspectives on their lives.

b. not likely to use formal means.

c. inconsistent with Narrative Therapy philosophy. d. all of the above

 

17. In a Narrative Therapy session, whose language is used?

 

a. The client’s

b. The counselor’s

c. Both the client’s and counselor’s

d. The other therapists who are observing and helping

 

18. The Narrative Therapist is seen as a(n):

 

a. expert.

b. consultant.

c. master storyteller. d. none of the above

 

 

 

 

 

19. The major technique used in Narrative Therapy is:

 

a. visualizing.

b. giving homework. c. asking questions. d. b and c

 

20. The Transtheoretical Approach to Psychotherapy:

 

a. strictly adheres to only one theory.

b. uses the techniques from a theory but ignores the underlying theoretical assumptions. c. combines the techniques of various theories as long as the aim of the strategy is to help a client progress through the various stages of change.

d. adheres to the underlying theoretical assumptions but disregards the techniques.

 

21. Which of the following is NOT an element of the Contextual Model that was proposed by Frank

& Frank in 1991?

 

a. the setting connected to a healing mission

b. a match between client and counselor background

c. the rationale that is believed by the client and counselor d. the ritual that is based on rationale

 

22. Processes, stages, and levels are three basic dimensions of change that are associated with which of the following theoretical orientations?

 

a. Interpersonal Theories

b. Beutler’s Systematic Eclectic Psychotherapy c. Transtheoretical Therapy

d. Contextual Therapy

 

23. Which of the following are some of the basic processes that are associated with change according to the Transtheoretical approach to therapy?

 

a. self-liberation

b. social liberation

c. emotional expression d. all of the above

 

 

 

 

 

 

24. A client who shows initial attempts to change their behavior is in what stage of change in the Transtheoretical Model?

 

a. Pre-contemplation b. Preparation

c. Traveling

d. Procrastination

 

25. Laura is working with a client from a Person Centered approach and determined that the client is in Stage 3 of the therapy process. Laura’s colleague, Matt, who practices therapy from the Transtheoretical approach, consults with Laura on the case and determines that her client is in the stage of change.

 

a. precontemplation b. procrastination

c. preparation d. preliminary

 

 

Written Assignment for Unit Four

 

•

Include your name, student number, course number, course title and unit number on each page of your written assignment (this is for your protection in case your materials become separated).

•

Begin each written assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

•

Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion).

 

•

Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to written assignments. However, students who are successful in earning the maximum number of points tend to submit written assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course Syllabus for more details on plagiarism and proper citation styles.

 

 

 

Please answer ONE of the following:

 

1. Describe the differences between open and closed family systems and give an example of each.

 

 

 

 

 

2. Describe Visitors, Complainants, and Customers. Why, according to Solution Focused

Therapists, is it not a good thing if your client is a Visitor?

 

 

 

 

 

3. Evaluate Narrative Therapy’s utility for clients who are of diverse backgrounds. What are its strengths and drawbacks?

PSY 525 Counseling Systems and Techniques

Final Exam Scheduling

Form

Group Dynamics—Intragroup, Dominant Group, and Marginalization

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Discussion 1: Group Dynamics—Intragroup, Dominant Group, and Marginalization

 

Members of dominant ethnic and racial groups may assume that other groups’ struggles are not their own or assume that those of a given race speak with one voice and react in the same way to their oppression. In reality, people can cope with racial inequalities in a variety of ways, creating complex relationships both between the dominant and oppressed group and among members of the dominant and oppressed groups.

 

As a social worker, you must understand the many ways in which racial privilege can impact your clients. You must also understand the ways in which racial privilege has impacted your life and the ways you react to the realities of racism. You will likely need to help clients address racial divides and combat racial inequality to empower them.

 

To prepare: Review “Working With Immigrants and Refugees: The Case of Aaron.”

 

  1. ·      Post an explanation of how dominant groups can play a role in marginalizing other groups based on racial and ethnic characteristics.
  2. ·      Discuss the potential negative impact of a dominant culture on immigrants and refugees, such as Aaron.
  3. ·      How might racism and prejudice impact his assimilation?
  4. ·      Furthermore, explain how you would respond to Aaron when he discusses his family’s rejection of his desire to maintain his cultural roots.
  5. ·      In your explanation, identify specific skills you would employ as a multiculturally sensitive social worker.

References (use at least 2)

 

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.

Chapter 8, (pp. 65–68)

Chapter 21, (pp. 125–126)

Chapter 22, (pp. 127–133)

Chapter 24, (pp. 135–139)

 

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

“Working With Immigrants and Refugees: The Case of Aaron”

 

 

 

 

 

Working With Immigrants and Refugees: The Case of Aaron

Aaron is a 24-year-old, unmarried, heterosexual, Caribbean immigrant male who is experiencing symptoms of anxiety and depression. Aaron reports no history of mental health treatment nor any medical or legal problems. He admits to social drinking but denies use of illegal substances. He lives alone in a room he rents above the restaurant where he works. He works 24 hours a week as a waiter, has few friends, and is a part-time student at a local university where he is working on an undergraduate degree in biology. Aaron came to speak with me, a university counselor, because he is having difficulty concentrating and finding the motivation to study. Aaron denied any thoughts or plans of suicide or homicide and stated he felt hopeless and nervous.

 

In the first session, Aaron struggled with sustaining eye contact, presented as preoccupied, and was indifferent to the attempts to engage him in the intake process. When asked what he thought precipitated counseling, Aaron said that he had a difficult relationship with his parents who, he stated, “are not supportive and could care less” about him. He also reported that his younger brother was killed not long ago. When asked what he wanted to work on in counseling, he said that he wanted to address why his family was so “messed up.” Subsequent sessions explored Aaron’s perspective on his family, the strained relationship between Aaron and his parents, and the loss of his sibling.

During one session, Aaron said his parents had always favored his younger brother and overlooked his criminal involvement, which had been a source of conflict between Aaron and his parents for years. While it had not been confirmed, Aaron suspected his brother’s death was related to gang involvement. Aaron shared that his academic interests and achievement had been ignored by his parents and had never been a source of interest for them.

 

In a subsequent session, Aaron stated that he had always felt disconnected and different from his parents and brother. Aaron’s family immigrated to the United States from Guyana when Aaron was 8 years old and his brother was 2 years old. His parents brought only his brother and left Aaron with his grandmother, informing him they would bring him over when they were settled. Seven years later, at the age of 15, he joined his family. Aaron reported that reuniting with his family after all that time was difficult. Aaron had always felt rejected by his parents because they did not bring him to the United States with his brother. He experienced a void in his relationship with his parents and his brother, and he felt there was an unspoken alliance between his parents and his younger brother that he did not share. Aaron said that he was often made fun of by them for not losing his accent and for his use of their culture’s traditions and customs. They also ridiculed him for being homesick and missing his grandmother. He said that his parents rarely attended the West Indian activities he participated in, and when they did, they spent more time critiquing his performance than enjoying it.

 

In the following sessions, Aaron was encouraged to tell the story of his family and how the immigration process disrupted their connections with one another and how this may have affected their ability to grieve together as they faced the death of his brother. Using genograms and having Aaron educate me about his country, I was better able to understand his family’s immigration history and the roles played by extended family members. This approach allowed Aaron to talk more about how and when his anxiety and depression manifested. Later I learned that these symptoms had always been mildly present but became more acute after the death of his brother. Aaron grieved the loss of a brother and examined his feelings of loss around his relationship with parents who were both limited in their ability to include him in their own grieving processes.

 

After several sessions, Aaron was able to talk more openly about his frustration and disappointment with his family and identify the losses they had all incurred. He allowed himself the opportunity to grieve his brother and the lack of relationship with his parents and began to consider the possibility of a new relationship with them. Aaron reported a reduction in his feelings of anxiety and depression and resumed interest in his academic work. Aaron and I discussed termination at the end of the semester with a recommendation that he continue with individual therapy in the summer months.

 

 

 

 

Discussion 2: Dalia’s Behavior

 

Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions.

 

For this Discussion, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators.

 

  1. Post a brief explanation of self-harming behaviors that Dalia is exhibiting.  
  2. Describe theoretical approaches and practical skills you would employ in working with Dalia.
  3.  How might familial relationships result in Dalia’s self-harming behavior?

References (use at least 2)

 

Moorey, S. (2010). Managing the unmanageable: Cognitive behaviour therapy for deliberate self-harm. Psychoanalytic Psychotherapy, 24(2), 135–149.

 

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 Children and Adolescents: The Case of Dalia

 

 

Working With Children and Adolescents: The Case of Dalia

Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.

 

Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”

 

Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”

In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better her tell her now before she gets too busy.”

 

I asked both Dalia and her mother what their expectations were for counseling and what each would like to get from these visits. Dalia’s mother seemed surprised and stated, “This is for her. She better change her attitude and start to focus on school.” I explained that often it is helpful to have sessions both individually and with family members. I pointed out that because family issues were identified it might be productive to address them together. Dalia’s mother agreed to attend some meetings but also stated that her time was limited. I was told that Dalia’s father would not be able to join us because he was never available at that time.

 

Dalia and I began sessions alone, and her mother joined us for the second half. During the family sessions, we addressed the communication breakdown between Dalia and her mother and Dalia’s at-risk behaviors. Individual sessions were used to address her impulsive behavior and self-esteem issues.

 

In individual sessions, Dalia talked about how the family had changed since her sister left for college. She said her parents stopped being present and available once her sister went away to school. She said she spent more time on her own and her behavior was under more scrutiny. Dalia also talked about her sister, describing her as an excellent student and very popular. She said her teachers in middle school would often compare Dalia to her sister, making her feel unsuccessful in comparison. During a family portion of a session, Dalia’s mother initially disagreed with Dalia’s point of view regarding how the family had changed, stating, “She’s just trying to trick you.” I encouraged them to discuss what was different about the family dynamics now compared to when the older sister was at home. We discussed how the family had changed through the years, validating both perspectives.

In time, I was able to have Dalia’s father join us in some of the family meetings. He said he felt Dalia’s behaviors were just a stage and part of being a teenager. Dalia’s parents disagreed openly in our sessions, with each blaming the other for her behavioral issues. During these sessions, we addressed how they each may have changed as their children matured and left home and how this affected their availability to their youngest child. I helped them identify what made Dalia’s experience distinct from her siblings’ and examine what her high-risk behaviors might be in reaction to or symptomatic of in the family.

In the course of the family work, the realities of being a biracial family and raising mixed-race children were also addressed. We discussed how the parents navigated race issues during their own courtship and looked at the role of acculturation and assimilation with their children in their social environments as well as respective families of origin. Educating both parents around race and social class privilege seemed fruitful in understanding distinctions between what they and their children may have faced.

 

After 12 weeks it was agreed that therapy would end because Dalia would be starting high school and the family felt better equipped to address conflict. The family had made some changes with the household schedule that increased parent–child contact, and Dalia agreed to more structure in her schedule and accepted a position as a camp counselor in a local day camp for the summer. Termination addressed what was accomplished in this portion of therapy and what might be addressed in future counseling. The termination process included reviewing the strategies of conflict resolution and creating opportunities for family contact and discussion in order to reinforce those behavioral and structural changes that had led to improved communication and conflict reduction.

 

 

CASE STDY

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Read through 1 of the 2 the case study options in the Gorenstein & Comer (2015) (2 Edition) textbook. Then, complete the provided answer sheet of questions, utilizing information from the Comer textbook to formulate appropriate answers. Submit the completed document as an attachment via the assignment submission link.

Grading will be based on the accuracy and quality of answers, the demonstration of higher-level critical thinking skills, and appropriate quantity/content of the answers. Your answers must do the following:

  • Be in complete sentences.
  • Demonstrate focus and clarity of thought.
  • Display grammar, spelling, and sentence structure appropriate for college-level work.

Use the Obsessive Compulsive Disorder Answer Sheet or the Panic Disorder Answer Sheet attached above based on your selection. Place the answers into the boxes provided on this document

PYSC 430

Module/Week 2 Case Study Assignment

Case 1: Panic Disorder

Case Studies in Abnormal Psychology

Gorenstein & Comer, 2015

 

DSM Application (10 points): List the DSM criteria for Autism. Next to each criterion, detail the specific symptoms that match.

 

 

Assessment Questions (6 @ 5 points each):

 

#1: In the case of “Joe,” what event precipitated his panic attack?

 

 

#2: Why is Joe’s case different from most panic attacks?

 

 

#4: Why do individuals first suspect a general medical condition?

 

 

#5: Why was Dr. Geller convinced that panic disorders are “best explained by a combination of biological and cognitive factors?”

 

 

#7: How did Joe’s avoidance of going outside alone contribute to his panic disorder?

 

 

#8: What was the outcome for Joe?

 

 

Bible Application Question (10 points, 50 word minimum): Discuss this case and disorder from a biblical perspective using at least 1 Scripture reference (direct quotes do not count towards length requirement).