Family Influences and Dynamics
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). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and orga
Discussion Posting and Response Rubric
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Exemplary | Proficient | Progressing | Emerging |
Element (1): Responsiveness: Did the student respond to the main question of the week?Save your time - order a paper!Get your paper written from scratch within the tight deadline. Our service is a reliable solution to all your troubles. Place an order on any task and we will take care of it. You won’t have to worry about the quality and deadlines Order Paper Now10 points (28%) |
Posts exceed requirements of the discussion instructions (e.g., respond to the question being asked; go beyond what is required (i.e., incorporates additional readings outside of the assigned learning resources, and/or shares relevant professional experiences); are substantive, reflective, and refers to learning resources demonstrating that the student has considered the information in learning resources and colleague postings).
10 points |
Posts are responsive to and meet the requirements of the discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to learning resources demonstrating that the student has read, viewed, and considered the learning resources and colleague postings.
8–9 points |
Posts are somewhat responsive to the requirements of the discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
5–7 points |
Posts are unresponsive to the requirements of the discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered learning resources and colleague postings.
0–4 points |
| Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
10 points (28%) |
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly learning objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
10 points |
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly learning objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
8–9 points |
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly learning objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
5–7 points |
Posts demonstrate a lack of ability to apply, reflect, or synthesize concepts and issues presented in the weekly learning objectives. The student has not integrated the general principles, ideas, and skills presented. There are no reflections, examples, or insights/experiences provided.
0–4 points |
| Element (3): Professionalism of Writing: Does the student meet graduate level writing expectations?
6 points (16%) |
Posts meet graduate-level writing expectations (e.g., are clear, concise, and use appropriate language; make few errors in spelling, grammar, and syntax; provide information about sources when paraphrasing or referring to it; use a preponderance of original language and directly quote only when necessary or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
6 points |
Posts meet most graduate-level writing expectations (e.g., are clear; make only a few errors in spelling, grammar, and syntax; provide adequate information about a source when paraphrasing or referring to it; use original language wherever possible and directly quote only when necessary and/or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
4–5 points |
Posts partially meet graduate-level writing expectation (e.g., use language that is unclear/inappropriate; make more than occasional errors in spelling, grammar, and syntax; provide inadequate information about a source when paraphrasing or referring to it; under-use original language and over-use direct quotes). Postings are at times less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.
2–3 points |
Posts do not meet graduate-level writing expectations (e.g., use unclear/inappropriate language; make many errors in spelling, grammar, and syntax; do not provide information about a source when paraphrasing or referring to it; directly quote from original source materials or consistently paraphrase rather than use original language; or are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints).
0–1 points |
| Element (4):
Responses to Peers: Did the student respond to peer posts and contribute professionally? 10 points (28%) |
Responds to two or more peers in a manner that significantly contributes to the discussion.
10 points |
Responds to one or more peers in a manner that significantly contributes to the discussion.
8–9 points |
Responds to one or more peers in a manner that minimally contributes to the discussion.
5–7 points |
Does not respond to any peer posts.
0–4 points |
| 36 points
100% |
28–32 points
78–89% |
17–24 points
47–67% |
0–13 points
0–36% |
nize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 04/25/19 at 4pm.
Discussion – Week 9
Top of Form
Family Influences and Dynamics
While there is no single definition of “family,” most counselors will work with client families that fit—clearly or loosely—into one of three categories: traditional, extended, or chosen. Regardless of the family structure or description, all family types share a common trait: Members are bound by enduring psychological ties to each other. Counselors should consider a client’s “family” to be anyone who fits that description, and is an integral part of the “inner circle” of a client’s life. These would include both past and present family members.
Over time, families develop patterns of behaviors, interactions, and communication among members, often accompanied by general “roles” each individual adopts in the system. Understanding how a system functions and the roles of members is paramount to effective addiction treatment, and to facilitating the process of change. While availability of families to participate in addiction recovery is not always an option, it is helpful to understand the client within the context of his or her family system, the past and present adaptations in the system, and the system’s overall readiness for change.
In this Discussion, you will analyze some of the key impacts of family systems roles and dynamics on the development and treatment of addiction, as well as the unique ethical and legal considerations that arise in working with families in treatment.
Post by Day 4 a description of two ways that family roles and dynamics interact with addiction. Then, identify at least one unique characteristic within families of clients with addiction problems. Lastly, describe one ethical or legal concern related to counseling families with addiction diagnoses. Include specific examples to illustrate your points.
Be sure to support your postings and responses with specific references to the Learning Resources.
Bottom of Form
Required Resources
- Van Wormer, K., & Davis, D. R. (2018). Addiction treatment: A strengths perspective (4th ed.). Boston, MA: Cengage.
- Chapter 10, “Family Risks and Resiliencies” (pp. 391-430)
- Epstein, M., Hill, K. G., Bailey, J. A., & Hawkins, J. D. (2013). The effect of general and drug-specific family environments on comorbid and drug-specific problem behavior: A longitudinal examination. Developmental Psychology, 49(6), 1151–1164.
Retrieved from the Walden Library databases. - Jang, M. H., & Ji, E. S. (2012). Gender differences in associations between parental problem drinking and early adolescents’ internet addiction. Journal for Specialists in Pediatric Nursing, 17(4), 288–300.
Retrieved from the Walden Library databases. - Klosterman, K., Kelley, M. L., Mignone, T., Pusateri, L., & Wills, K. (2011). Behavioral couples therapy for substance abusers: Where do we go from here? Substance Abuse & Misuse, 46(12), 1502–1509.
Retrieved from the Walden Library databases. - Vernig, P. M. (2011). Family roles in homes with alcohol-dependent parents: An evidence-based review. Substance Use & Misuse, 46(4), 535–542.
