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. I need this completed by 04/20/19 at 5pm.

Assignment – Week 8

Stages of Change Application

The Stages of Change Model (also referred to as the “Transtheoretical Model” or “TTM”) is a widely accepted and empirically supported process construct that describes both the manner and mechanisms of change. It is not a substitute for treatment theory, but rather an overlay to a chosen clinical approach that can aid the counselor in client conceptualization and effective treatment delivery. It can also help clinicians adapt interventions to align with the client’s stage in the change process and offers insights into how to enhance motivation and engagement.

In this Assignment, you will analyze the Stages of Change Model and how you can operationalize it as an overlay to your own preferred treatment theory.

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

· Provide an overview of the stages of change model. Include ways to determine a client’s stage in the change process.

· Identify at least one challenge and one potential intervention for each of the stages of change, based on a theoretical approach of your choice.

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

Required Resources

• Van      Wormer, K., & Davis, D. R. (2018). Addiction treatment: A      strengths perspective (4th ed.). Boston, MA: Cengage.
  • Chapter       4, “Substance Misuse with a Co-occurring Mental Disorder or Disability”       (pp. 151-190)
• Drapalski,      A., Bennett, M., & Bellack, A. (2011). Gender differences in substance      abuse, consequences, motivation to change, and treatment seeking in people      with serious mental illness. Substance Use & Misuse, 46(6),      808–818. Retrieved from the Walden Library databases.
• Kennedy,      K., & Gregoire, T. K. (2009). Theories of motivation in addiction      treatment: Testing the relationship of the transtheoretical model of      change and self-determination theory. Journal of Social Work      Practice in the Addictions, 9(2), 163–183. Retrieved from the Walden      Library databases.
• Kerfoot,      K., Petrakis, I. L., & Rosenheck, R. A. (2011). Dual diagnosis in an      aging population: Prevalence of psychiatric disorders, comorbid substance      abuse, and mental health service utilization in the Department of Veterans      Affairs. Journal of Dual Diagnosis, 7(1/2), 4–13. Retrieved      from the Walden Library databases.
• Lachman,      A. (2012). Dual diagnosis in adolescence—An escalating risk. Journal      of Child & Adolescent Mental Health, 24(1), pv–vii. Retrieved from      the Walden Library databases.
• Torrey,      W. C., Tepper, M., & Greenwold, J. (2011). Implementing integrated      services for adults with co-occurring substance use disorders and      psychiatric illnesses: A research review. Journal of Dual      Diagnosis, 7(3), 150–161. Retrieved from the Walden Library databases.
• Woods,      M. R., & Drake, R. E. (2011). Treatment of a young man with psychosis      and polysubstance abuse. Journal of Dual Diagnosis, 7(3),      175–185. Retrieved from the Walden Library databases.
  

  Week 8 Application Rubric

  Criteria	Exemplary	Proficient	Progressing	Emerging	Score
  Meets Assignment Objectives · Provides an overview of the stages of change model. · Identifies ways to determine a client’s stage in the change process. · Describes at least one challenge and one potential intervention for each of the stages of change, based on chosen and identified theoretical approach.	Responsive to and exceeds the requirements 16–17 points	Responsive to and meets the requirements 13.5–15.5 points	Somewhat responsive to the requirements 8.5–13 points	Unresponsive to the requirements 0–8points	/17
  Application of Knowledge Demonstrates an ability to think about, use, and integrate learning resources.	In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, examples and conclusions) 16–17 points	Basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented 13.5–15.5 points	Minimal understanding and little application of concepts and issues presented in the course or, while generally accurate, displays some omissions and/or errors 8.5–13 points	Lack of understanding and little or no application of the concepts and issues presented in the course; and/or the application is inaccurate and contains many omissions and/or errors 0–8 points	/17
  Writing Demonstrates graduate-level writing.	Application meets graduate-level writing expectations: uses language that is clear and concise, has a few or no errors in grammar or syntax, is well organized and clear, and adheres to APA style with few or no mistakes 16 points	Application meets most graduate-level writing expectations: uses language that is clear, has a few errors in grammar or syntax, is well organized and clear, and adheres to APA style with few mistakes 13–15 points	Application partially meets graduate-level writing expectation: uses unclear and inappropriate language, has significant grammar or syntax errors, lacks organization, OR demonstrates significant issues with APA style. 8–12 points	Application does not meet graduate-level writing expectations: uses unclear and inappropriate language, has significant grammar or syntax errors, lacks organization, AND demonstrates significant issues with APA style. 0–7 points	/16
  	48–50 points 96–100%	40–46 points 80–92 %	25–38 points 50–76 %	0–23 points 0–46%	Total Score /50

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