Clinical Diagnosis And Treatment Worksheet

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Complete the following table. Answer the following questions in 150-200 words each. Please cite all references including in-text citations.

 

Clinical Diagnosis and Treatment Worksheet

 

Complete the following table.

 

  Description (50-100 words)
Clinical Assessment

 

 

 

 

  
Diagnosis

 

 

 

 

  
Treatment

 

 

 

 

  

 

 

Answer the following questions in 150-200 words each.

 

1.       What role does the DSM-5 play in clinical assessment, diagnosis, and treatment?

 

 

 

2.       What is an example of abnormal psychology that you have seen in your community?

 

 

 Clinical Diagnosis and Treatment Worksheet PSY/275 Version 3

 

Why Is HBSE Relevant to Social Work?

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Discussion 1: Why Is HBSE Relevant to Social Work?

 

The types of issues and concerns that children, and adolescents, present to social workers are as varied as the people themselves. Understanding how individuals behave in their particular environment will shed some light on their current challenges, but this alone is not enough. Social workers must know how to ask the right questions, as the answers will inform decisions about which resources may be most helpful.

 

For this Discussion, think about the connections between social work and human behavior and consider why it is relevant to social work practice.

 

Post an explanation of why studying human behavior and the social environment (HBSE) is relevant for social workers.
In your analysis, explain how HBSE is unique from other social and behavioral sciences. 
Please use the Learning Resources to support your answer.
RESOURCES
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

  • Chapter 1 (pp. 1–61)
  • [removed]Bransford, C. L. (2011). Reconciling paternalism and empowerment in clinical practice: An intersubjective perspective. Social Work, 56(1), 33–41.
    • Early, T. J., & GlenMaye, L. F. (2000) Valuing families: Social work practice with families from a strengths perspective.

Social Work, 45

    (2), 118–130.
  • [removed]Min, T (2011). The client-centered integrative strengths-based approach: Ending longstanding conflict between social work values and practice. Canadian Social, Science 7(2), 15–22. Retrieved from http://www.cscanada.net/index.php/css/article/view/j.css.1923669720110702.002/1262
[removed]Discussion 2: Cultural Beings

 

Who are you? At first glance, this may seem like a rather simple question. You may identify yourself, as we often do, at the micro level by citing easily identifiable characteristics such as gender, race, or family relationships. While these characteristics describe you, they are only a small part of who you are as a cultural being.  The mezzo and macro levels define your multiple identities from a community and global context. Understanding your identity at the mezzo level provides a deeper understanding of the social construction of culture.  The mezzo level defines your identity through the interpersonal exchanges in the workplace, your school, and in other everyday activities.  Your perceived identity is incorporated into group standards and expectations. Navigating between the micro and mezzo levels can often affirm your own personally constructed identity or it can highlight contradictions between who you believe you are and how others define you. As you work through the Discussion, reflect on your identity from both the micro and mezzo levels. Are there any contradictions between the two levels? Consider how your identity as a cultural being may impact your work as a social worker. For this Discussion, you will explain how the social construction of race, ethnicity, gender, and other multicultural characteristics contribute to your essence as a cultural being.

 

Post an analysis of what you posted for your video introduction and explain the root of what you described as your culture. The video questions was as follows:

  • Your geographic location- Valdosta GA

 

  • Thoughts about your expectations and anticipated challenges for this course

 

  • A description of an aspect of your African American culture that you consider a defining part of your identity.

 

  • Your reasons for selecting the aspect of your culture in particular. Describe your identity as a cultural being.

 

Then explain how the social construction of race, ethnicity, gender, and other multicultural characteristics impact your identity as a cultural being. 

 

Explain how your own definition as a cultural being is or is not consistent with the norms, categories, and constructs prescribed to your culture by social institutions. 

 

Finally, explain how an understanding of the social construction of culture is applicable to the work you will do in social work practice.

 

RESOURCES

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 1, (pp. 6–9)
  • Chapter 2, (pp. 9–15)

 

  • [removed]National Association of Social Workers. (2001). NASW standards for cultural competence in social work practice. Retrieved from http://www.socialworkers.org/practice/standards/NASWCulturalStandards.pdf

How would you design the study using a correlational design?

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Below is the module readings as well as the detail description for this assignment.

  • Independent groups designs

https://digitalbookshelf.argosy.edu/#/books/1259878198/cfi/6/36!/4/2/2@0:0

  • Repeated measures designs

https://digitalbookshelf.argosy.edu/#/books/1259878198/cfi/6/38!/4/2/2@0:0

Assignment 1: Discussion Question

By the due date assigned, respond to the discussion question. Submit your response to the appropriate Discussion Area. All written assignments and responses should follow APA rules for attributing sources.

Imagine you were conducting research on the relationship between academic performance (e.g., better grades) and different levels of loudness of music (interval scale) while studying.

  • How would you design the study using a correlational design?
  • How would you design the study using a quasi-experimental design?
  • How would you design the study using an experimental design?

Introduction Of Child Development Program Evaluation

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HSE 215 Milestone One Guidelines and Rubric Draft of Introduction

Overview: For this program evaluation, you will identify a community or school-based program in your geographical area or an area of your choice. You will determine the targeted age group of this program, and this will be your focus of study. (If the program targets more than one age group, simply choose one of the groups.) Using this group and the program, you will determine how the interventions provided either address or do not address the developmental needs, risk factors, and resiliency factors of the involved children. After identifying gaps in services, you will research and select an intervention plan to address these gaps, providing justification around the selection. Prompt: For this assignment, you will complete the introduction. Specifically, the following critical elements must be addressed:

1. Provide an introduction by describing the purpose of the evaluation and how it will be completed. Do this by stating the purpose and describing the process of the evaluation (generally, the sections of your report).

2. Identify one community or school-based program from your geographical area or the area of your choice. Examples include, but are not limited to, YWCA/YMCA programs, Boys & Girls Club, Big Brothers Big Sisters, Early Head Start, Head Start, mental health services, child development services, and after-school programs. Be sure to indicate whether the program is community or school-based.

3. Identify the age group served by the program. Typical age groups include infancy (0–3), early childhood (3–5), middle childhood (5–12), and adolescence (13–18). If the program serves multiple age groups, select and identify one group you will address.

4. Identify the major developmental needs, risk factors, and resiliency factors of your selected age group. Refer to the Definitions document for an explanation of developmental needs, risk factors, and resiliency factors; refer to the text for age-specific developmental needs and risks, and to the assigned web resources for the resiliency factors. This section may be presented in paragraph or bulleted list format.

• Developmental needs include, but are not limited to, learning to walk and run, reading and writing, gaining independence, and making friends. • Risk factors include poor parenting skills, drug use in the household, social isolation, living in a high-crime neighborhood, and others. • Resiliency factors include appropriate parenting, good schools, reading and writing supported in the home, healthy meals, appropriate

developmental supports, high self-esteem, and others. 5. Describe the service or services provided by the program. Your description should provide some detail without overwhelming the reader. Briefly describe

the specific activities provided by the program and their stated purpose, if provided.

Rubric Guidelines for Submission: Your introduction must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Sources should be cited in APA format on a separate references page.

 

https://snhu-media.snhu.edu/files/course_repository/undergraduate/hse/hse215/hse215_definitions.docx

 

 

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Introduction Succinctly and accurately describes

the purpose and process for the evaluation report

Describes the purpose and process for the report but leaves an unclear impression or confusion

Introduction is unintelligible or not included

20

Program Identification Indicates the name of the agency and specific program, when applicable, to be examined, including whether the program is community or school- based

Agency name, specific program, or base is missing

Agency, program, and base are not identified

15

Targeted Age Group Indicates the specific age group served by the program

Specific age group is not indicated 15

Developmental Needs and Risk Factors

All major age-specific developmental needs and risk factors are discussed

 

Most, but not all, major developmental needs and risk factors for the selected age group are discussed

No age-specific developmental needs and risk factors are included

20

Program Description

Description provides sufficient detail that the reader gains an accurate overview of the program services

Description is vague or unclear regarding the specific activities of the program

Program description is not included

20

Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

 

 

  • HSE 215 Milestone One Guidelines and Rubric
    • Rubric