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 need this completed by 03/23/19 at 5pm.

Assignment – Week 4

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Developmental Influences and Considerations Application

Research has shown that for most people, problems associated with addiction often begin during adolescence. The unique developmental processes of this stage put individuals at a higher risk for substance misuse, and can have long-term detrimental effects on both substance and behavioral regulation. Research also indicates that challenging life experiences—such as abuse or traumatic loss—also increase risk of addiction, though not with the same impact across the lifespan. What developmental considerations might aid a counselor in better understating the role and impact of developmental stage on addiction?

For this Assignment, please select one of the three clients from the case studies provided in the Learning Resources this week.

Complete a 3- to 4-page paper in which you do the following:

· Provide a brief conceptualization of the client, including developmental considerations.

· Identify at least two risk factors relating to client’s developmental stage, and how you might address these using stage-focused interventions and goals.

· Describe how a developmental lens can inform your efforts to effectively facilitate assessment, diagnosis, and treatment.

· Justify your response with specific references to this week’s Learning Resources and the current literature

Required Resources

Readings

• Van      Wormer, K., & Davis, D. R. (2018). Addiction treatment: A      strengths perspective (4th ed.). Boston, MA: Cengage.
  • Chapter       12, “Gender, Sexual, and Sexual Orientation Differences” (pp. 473-505)
  • Chapter       6, “Addiction Across the Lifespan” (pp. 243-293)
• American      Psychiatric Association. (2013). Diagnostic and statistical manual      of mental disorders (5th ed.). Washington, DC: Author.
  • “Substance-Related       and Addictive Disorders” (pp. 481–589)
• Becker,      J. B., Perry, A. N., & Westenbroek, C. (2012). Sex differences in the      neural mechanisms mediating addiction: A new synthesis and      hypothesis. Biology of Sex Differences, 3(1), 1–35.
  Retrieved from the Walden Library databases.
• Lanfear,      C., Akins, S., & Mosher, C. (2013). Examining the relationship of      substance use and sexual orientation. Deviant Behavior, 34(7),      586–597.
  Retrieved from the Walden Library databases.
• Mitchell,      M. R., & Potenza, M. N. (2015). Importance of sex differences in impulse      control and addictions. Frontiers in Psychiatry, 6, 1–4.
  Retrieved from the Walden Library databases.
• Padilla,      Y. C., Crisp, C., & Rew, D. L. (2010). Parental acceptance and illegal      drug use among gay, lesbian, and bisexual adolescents: Results from a      national survey. Social Work, 55(3), 265–275.
  Retrieved from the Walden Library databases.
• Document: Abstinence Exercise (PDF)
• Document: Week 4 Case Studies (PDF)

  © 2015 Laureate Education, Inc. Page 1 of 2

  Week 4 Case Studies

  Please select one of the following case studies to support your Application Assignment this week.

  Marisa (Young Adult) Marisa is an 18-year-old lesbian-identified female of Hispanic American heritage. She has been referred to you by her college advisor following a consultation about her academic struggles and noticeable weight loss since earlier in the school year. In your first meeting with Marisa, she appears anxious and hesitant to discuss her challenges, repeatedly telling you, “My problems are no different from anyone else’s.” Marisa does admit that she has felt out of place at school, and feels pressured to fit in with “all of the pretty, rich girls;” she is also hoping to pledge a sorority before the end of the year. Marisa was raised by a single mother in a middle-class neighborhood, and she had little contact with her biological father during childhood. Her mother was married briefly to a man Marisa describes as a “fat, selfish jerk,” and their divorce was contentious. Marisa describes her mother as a “strong, beautiful role model” and states that she misses her mother very much. She admits that her mother was a very restrictive parent, and that Marisa had very little freedom growing up. Her mother was also somewhat critical and controlling, though Marisa quickly rationalizes those behaviors by saying “she just worried about me a lot.” Marisa also shares that her biggest fear at school is letting her mother down—her mother has repeatedly stressed the need for Marisa to focus on rushing a sorority, and being sure not to “fall victim to the Freshman 15.” As Marisa slowly opens up, she admits to you that she has been using cocaine “occasionally,” which she easily gets from her roommate. She emphatically denies that she has a “problem,” although does admit that she sometimes uses cocaine several days in a row when she needs to stay awake to study or to work her part-time job. Marisa also likes that cocaine controls her appetite, and she acknowledges that she’s lost a significant amount of weight (approximately 20 pounds) since the beginning of the school year. She adds, however, that “everyone tells me how good I look.” Sharon (Middle Adult) Sharon is a 32-year-old heterosexual-identified female of mixed Cherokee and Euro- American heritage. She is being referred to you at the suggestion of her lawyer, following the second charge of driving while intoxicated (DWI) in 6 months. During your intake interview with Sharon, she identifies that her drinking feels “out of control.” Sharon states that she has moved with her company four times in the past 3 years. She has never been married and identifies feeling “very lonely” and having a strong desire to make friends and to date. She states that she feels socially awkward about meeting men and “dating scenes,” and that the only place she meets people is in her local sports bar. An avid fan of her home sports teams, Sharon states, “the only

   

   

  © 2015 Laureate Education, Inc. Page 2 of 2

  place I ever get to watch them is at Willy’s Pub.” She identifies a strong camaraderie with the other sports fans at Willy’s, many of whom are from Sharon’s hometown. Both incidents in which Sharon was charged with DWI occurred after leaving Willy’s Pub. She states to you, “I do get pretty smashed sometimes when I’m there.” While Sharon does acknowledge a desire to quit drinking, she is insistent that she does not want to give up going to Willy’s Pub: “I see people who know my neighborhood, who love my teams, and, of course, I see my teams. No way am I giving any of that up. That would mean staying at home with nothing to do.”

  Alan (Older Adult) Alan is a 70-year-old heterosexual-identified male of African American heritage. He is a recent widower, having just recently lost his wife to cancer. Alan and his wife were married for 48 years; he has four children and nine grandchildren, all of whom live in other states. Alan was referred to you by his primary care physician, who expressed concerns following Alan’s requests for pain medication refills in a very short period of time. The physician also shared that Alan had tried to get the office physician assistant to write him a prescription separately in addition to that requested directly from the doctor. Alan’s medical history includes high blood pressure and diabetes; in the past, he has also been on pain medications for extended periods of time due to a back injury. Alan maintains that the surgeries did little to help the problems, and reports, “I’m always in pain.” Alan acknowledges that he “might sometimes take more Vicodin that (he) should,” though he quickly rationalizes his drug use and changes the subject. He also shares that he is lonely much of the time, and that since the loss of his wife, he feels little motivation to even visit his children. When Alan speaks of his life, he generally focuses on past memories in a wistful, melancholy manner, and presents with a sad affect. Alan becomes somewhat defensive and agitated when pressed to recognize he is misusing the medication, and that there may be substantial health risks. Further, he dismisses your concerns by saying, “So what if it’s dangerous? Who would miss me anyway?”

   

  • Week 4 Case Studies
    • Marisa (Young Adult)
    • Sharon (Middle Adult)
    • Alan (Older Adult)

To prepare for this Project Assignment:

Jennie, a first year practicum student, was off to a good start with her client, Sue. However, at their session, Sue entered in true crisis. “I have breast cancer!” she cried. “My doctor says I have breast cancer!” With undisguised anguish, she went right to her biggest fear: “My girls may not have a mother to help them grow up!” Taken aback by the intensity of this raw emotion, Jennie didn’t know what know what to do at first. Thinking of what she could say, Jennie jumped in and began doing what she had always done best: getting the facts, making plans, and solving problems: “Have you got a second opinion? Have they talked to you about your treatment options yet? They can do much more now than they used to chemo has become so much more effective…”

The next day, in supervision Jennies supervisor tried to help Jennie see that she had moved right into problem-solving and reassuring mode without responding directly to Sue’s profound fear. The supervisor commented, “Such bid feelings, Jennie, such vulnerability. It sounds like you wanted to help Sue figure out what to do. Instead, what do you think would have happened if you had just tried to stay with her feelings longer?” Jennie was rather quiet, and vaguely suggested that she wasn’t sure how to do that. Her supervisor tried to be more specific: “I’m thinking of several ways you might be able to do that in the future- like expressing more directly your own compassion or concern for her. Or perhaps helping her clarify or name her feelings that seem so overwhelming, or maybe just affirming how frightening all of this is right now? I think the sequence is important her. If you respond to her feelings first with this type of understanding or empathy, I think that then she could better use your suggestions about what to do.”

As their discussion unfolded, however, Jennie disagreed and said, “The client wasn’t ready to go that deep yet—we haven’t been working together long enough to push her into feelings like that.” Jennie looked puzzled as the supervisor replied, “But you weren’t ‘pushing’ her to ‘do deeper’ than she wanted. Sue initiated this—she bought these feelings to you.”

It was too new and too much for Jennie to absorb now, but, by the end of her practicum year, Jennie had become at better at letting her clients feel what they were feeling. 

Review the above client, and consider the case of Jennie, a first-year practicum student, and her client, Sue. (

As you review this case study, consider the various techniques used throughout the therapy session demonstrated.  Consider the appropriateness of the technique exampled in this case study, as it relates to the Interpersonal Psychotherapy approach, and how you might view the therapist effectiveness with this particular client, from an Interpersonal Psychotherapy approach to treatment. Also, consider any implications for social change that may be related to the client’s treatment.

To complete this Assignment:

Based on your review of the case of Jennie, a first-year practicum student and her client, Sue, write a 3- to 5-page paper (not including title page and reference page), and include the following:

Identify and summarize the Interpersonal Psychotherapy approach, and identify, if any, techniques used throughout the therapy session indicative of the Interpersonal Psychotherapy approach.

Explain why each of the techniques used was or was not appropriate for this session, from an Interpersonal Psychotherapy approach’s perspective. Justify your explanation. Note: Be sure to include any implications for social change that may be related to the client’s treatment.

Explain what other techniques might have been more appropriate in this instance. Justify your explanation.

Use Learning Resources to support your conclusions. Use proper APA format and citations.