How would you define the specific treatment goals for this family which address both the presenting and your assessed problems?

Instructions: I have attached the case study needed to do this paper.

1. Use double line spacing and font size 12 in your answers.

2.  5-6 pages.

3. Apply the concepts you have learned directly in analyzing the case by simply stating them. Do not give explanations of these theoretical concepts from the readings.

4. Give evidences from the case material in support of your assessment of the family dynamics and structures. However, do not repeat some of background information provided in the case summary.

5. The intervention strategies should be specific, and family systems oriented instead of individual oriented.

Apply the family systems concepts you have learned from the readings, lectures, videos, etc. to analyze the case as summarized below by addressing the following questions:

1) State clearly and succinctly the presenting problem(s) of this family, that is, what caused them to come in for help or being referred for help by others. Do you see other issues as well?

2) What is your assessment of the relational structures and dynamics of the family (including boundaries, subsystems, power and hierarchy, triangulations, function of symptoms, communication patterns, family rules, etc., where applicable)?

3) What are some of the ways in which the family is handling their problems or relating to each other that have reinforced or exacerbated the problems (related to the concept of circular causality or mutual reinforcement)?

4) What do you see are the strengths of this family?

5) What is your assessment of the ecological resources (from the larger systems beyond the nuclear family) and limitations for this family?

6) How would you define the specific treatment goals for this family which address both the presenting and your assessed problems?

7) Suggest two intervention strategies and directions in working with this family to attain those goals which could be at the level of the subsystems, family systems or the larger ecological context.

CASE SUMMARY

The “Rizzo” family, consisting of father Antonio (53), mother Anna (50), daughter Sophia (22), and son Marco (18). The family came in for family therapy after Marco dropped out of his first semester at a community college. As a high school student, Marco had attended your agency, a community-based organization located in the neighborhood for teen service programs, including college and SAT preparation. Staff at the agency was surprised to learn that Marco had dropped out of college, despite earning a 3.0 GPA. During an individual counseling session, Marco revealed to you, his individual counselor, that he had dropped out after receiving pressure from his family to work in the family business, a successful pizzeria and Italian restaurant that his father had started over 25 years ago. Antonio, an Italian immigrant who came to the United States at age 13, felt that it was important that the business remained owned and operated by a member of his family. Antonio’s three brothers, also pizzeria owners, all had sons who had taken over the business; he felt that as his only son, it was Marco’s “duty and responsibility to the family” to run the business.

Marco had worked in the pizzeria on weekends and after school since he was 14 years old. He continued to work in the pizzeria during college, but often times, it conflicted with his studies or social events on campus, but he felt that he could not say no to his father. Marco felt significant guilt and pressure from his family to work in the pizzeria rather than focus on college, where he was considering majoring in business. He felt if he did not agree to run the business, he was disrespecting and dishonoring the family. He had tried expressing his concerns to his parents, but he felt they did not understand his desire to attend college. They often argued, and Marco felt that the conversations he had with his parents were “pointless” and that they “would never understand Family Oriented Treatment

15

 

him”. Neither parents attended college, nor placed a high value on education. His mother wanted to see Marco pursue a career he was passionate about, but would not go against her husband’s word, since he made all the important decisions in the family. According to Marco, as soon as he mentioned to his father that he did not want to take over the pizzeria, Antonio would get angry and state that he couldn’t understand why Marco would pass up such a prosperous opportunity and want to force his father to sell the pizzeria to someone outside of the family. Anna would initially try to diffuse the argument, but her husband would then yell at her, claiming it “didn’t involve her” and “wasn’t her decision.”

Sophia had never worked in the pizzeria, and had left home at 18 to attend college in another state. Since Sophia was away at college it may be difficult for her to attend the family sessions. As stated by Marco, Sophia was angry at her parents for pressuring Marco to work in the pizzeria, and felt that he was not strong enough to take a stand against them. Sophia was encouraging Marco to break away from the family and make his own decisions.

After Marco had decided to drop off college he became rather depressed and agitated. Seeing that his decision was largely impacted by his family situation, you, as the counselor decided that it would be beneficial to have his family join the counseling sessions, in order to better understand the relationships and circumstances that were influencing his decision, and they agreed to come in.

How can personal experiences (self-disclosure) and knowledge help a client/patient?

Part 1: Locate and complete two free stress questionnaires online THESE ARE DONE AND ATTACHED

Part 2:  After reading Chapters 3, 4, and 5 in the textbook, completing both questionnaires, and reviewing the class study materials and resources,  complete the following assignment/activity:

  • Newsletter

In the chosen activity, comprehensively explain the following:

  1. Provide the details and results of personal stress and self-care questionnaires. (i.e., name of the questionnaire and location). https://www.psycom.net/stress-test and https://www.bemindfulonline.com/test-your-stress
  2. What  does a student’Stress and the psyche–brain–immune network in psychiatric diseases based on psychoneuroendocrineimmunology: a concise review 

    Contents

    1. Stress, allostasis, and the brain

    2. The mutual link between stress and inflammation

    3. Focus on mental health and stress management: clinical effectiveness of psychotherapy and min…

    4. Focus on mental health and stress management: biological effects on brain, inflammation, and…

    5. Conclusions and perspectives

    6. Acknowledgment

    7. Author contributions

    8. Competing interests

    9. Footnotes

    10. References

    Full Text

    In the last decades, psychoneuroendocrineimmunology research has made relevant contributions to the fields of neuroscience, psychobiology, epigenetics, molecular biology, and clinical research by studying the effect of stress on human health and highlighting the close interrelations between psyche, brain, and bodily systems. It is now well recognized that chronic stress can alter the physiological cross‐talk between brain and biological systems, leading to long‐lasting maladaptive effects (allostatic overload) on the nervous, immune, endocrine, and metabolic systems, which compromises stress resiliency and health. Stressful conditions in early life have been associated with profound alterations in cortical and subcortical brain regions involved in emotion regulation and the salience network, showing relevant overlap with different psychiatric conditions. This paper provides a summary of the available literature concerning the notable effects of stress on the brain and immune system. We highlight the role of epigenetics as a mechanistic pathway mediating the influences of the social and physical environment on brain structure and connectivity, the immune system, and psycho‐physical health in psychiatric diseases. We also summarize the evidence regarding the effects of stress management techniques (mainly psychotherapy and meditation practice) on clinical outcomes, brain neurocircuitry, and immune‐inflammatory network in major psychiatric diseases.

    In the last decades, Psychoneuroendocrineimmunology research has made relevant contributions to the fields of neuroscience, psychobiology, epigenetics, molecular biology and clinical research by studying the effect of stress on human health and highlighting the close interrelations between psyche, brain, and bodily systems. This paper provides a summary of the available literature concerning the notable effects of stress on the brain and immune system.

    Keywords: psychoneuroendocrineimmunology; stress; allostasis; epigenetics; mind‐body therapies; NF‐κB

    The immune system is under neuroendocrine control; conversely, products of immune cells can affect central and peripheral nervous activity.[ 1] Brain‐immune cross‐talk is deeply influenced by mental states and psychosocial factors. The study of the complex interrelations between psyche, brain, and biological systems is the specific aim of psychoneuroendocrineimmunology (PNEI), a paradigm that proposes a systemic multidimensional approach to human health, by integrating scientific knowledge derived from both psychological and biological sciences.[[ 2]] More than 40 years ago, Ader and Cohen reproduced an experimental behavior‐conditioned immunosuppression in rats,[ 4] providing the first in vivo indirect evidence of communication between the central nervous system (CNS) and the immune system. In the early 1980s, Besedovsky et al. detected changes in the activity of two main neuroendocrine axes, namely, the hypothalamic–pituitary–adrenal gland (HPA) and hypothalamic–pituitary–thyroid gland, triggered by interleukin‐1 (IL‐1)‐mediated immune response,[[ 5]] This demonstrated that the activity of HPA neuroendocrine branch of the stress response can be enhanced by inflammatory signals produced by immune cells. In 1989, Blalock discovered the production of peptide hormones by peripheral leukocytes and different types of neuroendocrine‐derived cytokines and chemokines, establishing the “molecular basis for bidirectional communication between the immune and neuroendocrine systems.”[ 7] Since 1990, subsequent experimental studies found cytokine expression in CNS both in physiological and pathological conditions and provided the evidence that peripheral immune system can affect the cytokine balance in the brain, thereby altering mood and behavior, as observed in clinical studies conducted on patients exposed to cytokine therapies for cancer or chronic viral hepatitis.[ 8]

    A major factor that can profoundly affect the psycho‐neuro‐endocrine‐immune network is stress (see below). Stress is the physiological response of the body to any demand: biological, emotional, and cognitive.[ 9] Whereas acute stress may induce dynamic adaptation to different demands, chronic stress can have long‐lasting maladaptive effects, with pathologic consequences on nervous, immune, endocrine, and metabolic systems.[10] Many psychosocial conditions entailing high levels of chronic stress, that is, poor socioeconomic state, adverse life events, loneliness, experiences of trauma and/or abuse, have been associated with network dysregulation and are thought to be relevant clinical risk factors. Just to mention a few pertinent examples, healthy individuals with a history of childhood trauma showed signs of enhanced inflammation assessed through serum C‐reactive protein (CRP), leukocytes count, and fibrinogen; higher levels of inflammation markers were found among subjects with current depression in addition to a history of trauma.[11] Moreover, recent studies have detected increased levels of inflammation in schizophrenia and other mental disorders.[[12]]

    In this brief review, we have recognized the role of stress on the brain and immune system, highlighting the importance of epigenetics as a mechanistic pathway mediating the deep influences of the social and physical environment on brain structure and functions, the immune system, and mental and physical health.

    Stress, allostasis, and the brain

    Stress is well explained within the conceptual framework of allostasis, a brain‐centered, predictive model of physiological and behavioral regulation.[14] Briefly stated, allostasis relates to the multiple systemic and neural processes that dynamically respond to novel and challenging situations, involving a complex network of nonlinearly and reciprocally interacting mediators (cortisol and catecholamines in primis, as well as the parasympathetic nervous system, cytokines, and metabolic hormones). The integrated action of these mediators is aimed at promoting fitness and adaptation to the ever‐changing environment. In fact, physical and psychosocial threats trigger brain‐driven, multisystemic stress responses that are apt to make the organism temporarily more fit to confront impending demands: An increase is seen in cortical arousal and sensory gating; cognitive and motivational resources are focused on the challenge; and mood shifts toward hypervigilance and anxiety in anticipation of danger. In parallel, endocrine and autonomic systems drive the emergency patterns of visceral activity and regulate inflammatory response. Adaptive in the short‐run, excessive and/or protracted stress responses may have long‐lasting maladaptive effects, with progressive and cumulative “wear and tear” effects on the physiological systems involved in allostasis (allostatic load and overload)[15] that adversely affect health trajectories over time. Moreover, to soothe stress‐related anxiety and depressive symptoms, individuals may indulge in unhealthy behaviors (smoking, compulsive drinking and eating, taking drugs, and social withdrawal), further worsening social stigma, self‐esteem, and allostatic load/overload.[15]

    The cortico‐limbic structures involved in cognition and emotional processing (prefrontal cortex (PFC), anterior cingulate, amygdala, insula, hippocampus, and striatum) attribute valence and personal salience to stimuli―under the influence of a variety of moderating factors, such as social support, life experiences and habits, psychological traits, and genetics―and orchestrate behavioral and physiological response to the stressors. In turn, the same brain structures are major target of stress hormones and mediators. Stress‐induced neuronal remodeling (i.e., changes in dendritic extension and branching, spine density, and synapse turnover) is mainly due to the action of norepinephrine and glucocorticoids (GCs), along with other mediators, that is, glutamate and its receptors, brain‐derived neurotrophic factor (BDNF), corticotrophin‐releasing factor, cell surface molecules, protease tissue plasminogen activator, and endocannabinoids. This results in dynamic structural and functional changes in multiple brain areas, depending on nature, magnitude, timing, and persistence of stress exposure.[[16]]

    Prolonged stress leads to gray matter reduction and hypofunction of the PFC, a structure critical for working memory, context appraisal, executive, and self‐regulatory functions.[[17]] Neurons of the hippocampus, which are crucial for memory and mood, are endangered by chronic stress through exposure to excess GCs;[17] in keeping with this, prospective reports of chronic life stress in humans have been shown to predict hippocampal volume.[19] Moreover, cumulative adverse life events correlate with gray matter reduction in many emotion‐related brain areas (medial prefrontal, anterior cingulate, and insular cortices).[20] Opposite stress‐related effects occur in the amygdala, including cellular hypertrophy and enlarged dendritic arborization,[21] with enhanced reactivity to adverse stimuli in humans reporting long‐term exposure to a disadvantaged psychosocial environment.[[15], [22]] Despite being generally adaptive in situations that require enhanced vigilance and rapid responses, these structural and functional changes may come, in vulnerable individuals, at the cost of anxiety, poor extinction of adverse memories, and reduced cognitive and behavioral flexibility. This enhances long‐term risks for psychopathology, such as depression, post‐traumatic stress disorder (PTSD), and addiction.[[23]] It is worth noting that structural remodeling of the hippocampus and PFC are common traits in psychiatric diseases and in conditions characterized by chronic stress accumulation (as in shift workers and caregivers) often associated with cognitive deficits, dysregulated cortisol secretion and metabolism, and immune disorders.[15]

    Epigenetic mechanisms are regarded as potential mechanistic pathways mediating the transduction of environmental inputs into ever‐changing patterns of gene expression. Stress has been associated with changes in DNA methylation and histone alterations in many stress‐sensitive brain regions,[25] with gene expression changes showing relevant overlap with those found in psychiatric conditions, such as depression.[17] Prenatal and early‐life stressful experiences (ELSs) affect the ontogenetic origin of individual diversities in vulnerability to stress throughout life, producing persistent neuroplastic changes.[26] Seminal studies conducted in rats revealed that low levels of maternal behavior when nurturing pups, that is, poor licking and grooming or arch‐backed nursing, have permanent epigenetic consequences in offspring, such as hypermethylation of the promoter region of GC receptor (GR) gene, thereby reducing hippocampal GR expression and blunting inhibitory control on HPA response.[27] Similar epigenetic changes are reported in humans who have experienced childhood abuse.[[28]] Growing literature confirms that ELS results in neurobiological and cognitive alterations that reflect system‐level adjustments to risky environments, generally promoting avoidance versus approach‐oriented behaviors. Maltreated children display enhanced reactivity and stronger functional interconnectivity of brain areas (amygdala and insula) in the “salience network” involved in threat detection and pain anticipation.[30] Moreover, ELS is associated with disrupted emotional regulation, reduced top‐down control over amygdala reactivity,[[31]] and reduced thickness in many cortical regions involved in emotional processing (medial and lateral PFC and orbitofrontal cortex).[33] Reward system development is also affected: adolescents exposed to emotional neglect show blunted activation of ventral striatum to positive stimuli, which predicts depressive symptoms in later life.[34]

    Importantly, stress‐related neuroplastic changes seem to be largely reversible. Weakened functional connectivity in a neural circuit including PFC and reduced cognitive flexibility were found in students tested during a stressful period of examinations; alterations disappeared after a vacation period.[35] However, rather than complete reversal, resilience means achieving a new state and new reaction capabilities.[36] In the rat brain, some of the gene expression changes induced by chronic stress fail to return to prestress levels of transcription after extended recovery, despite a normalization of anxiety‐related behavior.[37] In addition, morphological studies show that after stress abates, dendrites re‐expand and spines/synapses regrow. However, these are more often proximal dendrites than apical ones, thus changing the global morphology (and the connectivity) of neurons.[38]

    The mutual link between stress and inflammation

    The bidirectional link between stress and the immune system has been well documented for decades, both in animal models and humans. Studies on murine models of repeated social defeat (RSD) reveal that chronic stress and social isolation trigger neuroendocrine and behavioral changes through the activation of HPA pathway together with behavioral adaptation (anxiety). This triggering produces microglial activation and CNS inflammation via GR‐mediated pathways, with increased in situ neuro‐inflammatory cytokine production.[39]At the same time, RSD‐induced stimulation activates the autonomic nervous system (ANS) branch of stress response, which increases sympathetic firing and induces synthesis, activation, and trafficking of peripheral monocytes, irrespective of GR‐mediated pattern.[40] In line with evidence from animal models, human studies have shown that chronically stressed individuals, as in the case of caregivers, display increased blood CRP levels and higher NF‐κB–mediated transcription products in circulating monocytes.[40] In this regard, seminal studies by Irwin and Cole established that life’s adversities and chronic psychosocial distress are typically associated with a concert of epigenetic modifications in the immune cells, including hyperactivation of several proinflammatory transcription factors (i.e., NF‐κB/Rel and GATA‐family), suppression of genes involved in innate immunity (interferon (IFN) response factors), and impairment of GR expression (thereby altering stress response).[[41]] This “conserved transcriptional response to adversity,” which is characterized by increased expression of proinflammatory genes and decreased expression of antiviral‐ and antibody‐related genes, has been found across a diverse array of adverse life circumstances: low socioeconomic status,[43] social isolation,[44] diagnosis and treatment of chronic diseases with higher psycho‐emotional load, breast cancer recurrence,[45] and PTSD.[46]

    If psychosocial stress is a powerful regulator of central and peripheral inflammation, then systemic inflammatory factors, in turn, can retroact on the CNS and increase the reactivity of many stress‐ and reward‐related cortical and subcortical structures. This reaction affects social cognition and behavior by enhancing the sensitivity to (thus the saliency of) threatening social experiences, while promoting a behavioral approach toward supportive figures (for a recent review see Ref. [47]). Stress and inflammation are thus inextricably linked and can influence each other. In otherwise healthy subjects, higher sensitivity to social disconnection (and thus to psychosocial stressful events) has been associated with larger increases in circulating cytokines and proinflammatory gene expression in response to endotoxin injection.[48]

    These reciprocal interactions between stress‐related brain circuitry and the immune system have been proposed as important contributors to the pathogenesis of a variety of medical and mental diseases. These conditions are frequently comorbid and variably associated with inflammatory system dysregulation; they include anxiety and depression, and cardiovascular and metabolic diseases. Increased inflammatory biomarkers, such as IL‐1β, IL‐6, TNF‐α, CRP, and ICAM‐1, have been found in depression.[[49]] Moreover, inflammation can increase frequency and severity of depressive symptoms, as observed in patients suffering from several chronic pathologic conditions (i.e., inflammatory relapse in rheumatoid arthritis) or who underwent specific treatments, such as IFN therapy, which was initially used in the 1990s to treat patients affected by chronic viral hepatitis. Moreover, the higher prevalence of co‐occurrence of depression and inflammatory diseases was clearly observed in several studies conducted in the last two decades. Patients with type 1 and type 2 diabetes are more likely to have depression, with prevalence more than three times and nearly twice higher, respectively, compared to nondiabetics.[52] In addition, a meta‐analysis has recently shown that the prevalence of type 2 diabetes is consistently elevated among persons with severe psychiatric diseases (i.e., schizophrenia, bipolar, or major depressive disorders), including antipsychotic‐naive participants.[53]

    Depression and anxiety are commonly diagnosed among patients with coronary heart failure (CHF). In CHF patients, depression worsens both primary and secondary outcomes: all‐cause and cardiac mortality rates, cardiac symptoms, hospitalization, and quality of life. A recent Danish nationwide study, despite the use of strict inclusion criteria for the diagnosis of depression, has drawn the following conclusions: “A history of depression was an adverse prognostic factor for all‐cause mortality in heart failure patients with left ventricular ejection fraction ≤35% but not for other heart failure patients.”[54] Mounting evidence indicates that patients diagnosed with depression exhibit autonomic and biochemical dysregulations comparable to those observed in patients with heart failure; these include decreased heart rate variability and increased elevated circulating levels of proinflammatory cytokines (i.e., TNF‐α and IL‐1), CRP, and platelet hyperactivity.[55] Interestingly, in response to a mental arithmetic task, patients with coronary artery disease have a greater increase of CRP and IL‐6 compared to healthy controls, with an observed positive relationship between stress intensity and strength of inflammatory response.[56]

    In sum, psychosocial stress can boost inflammation, and inflammation can, in turn, cause or aggravate depression and other cardiovascular and metabolic disorders. Taken together, these findings show that adverse life events and chronic stress are “getting under the skin” and can influence lifelong health trajectories through physical and mental consequences.

    Focus on mental health and stress management: clinical effectiveness of psychotherapy and min…

    Despite huge investments in the development of several new classes of antidepressants, depressive disorders remain the most diagnosed psychiatric diseases in the world with global estimates of prevalence of 322 million of people.[57] Average response rates to antidepressant drugs are approximately 40–60%, and remission rates range from 30% to 40%.[58]

    Thanks to their synergistic effects, current therapeutic approaches tend to combine pharmacological and nonpharmacological interventions to improve symptoms and ameliorate quality of life in patients affected by psychiatric disturbances. Evidence‐based psychotherapies[59] and mind‐body therapies (MBTs) have proven effective in reducing symptoms of anxiety and depression in both patients with primary mental disorders and patients with chronic diseases (i.e., cancer[60] and chronic pain[61]).

    One of the first applications of psychotherapy in psychiatric diseases was targeted to treat mood disorders. Cognitive behavioral therapy (CBT) exhibits a convincing cost/effectiveness profile in the management of a wide range of psychiatric diseases, including anxiety and depression,[62] both when used alone and in combination with antidepressants.[63] CBT is currently recommended as the first‐line choice for ambulatory treatment of adult depressed patients[64] and as combined and/or sequential treatment to complement psychiatric drugs, in drug‐resistant[65] and relapsed major depression,[66] panic disorder, generalized anxiety disorder, and obsessive‐compulsive disorder.[64]

    A multispecialist approach is also recommended in therapeutic management of PTSD to mitigate symptoms (i.e., disturbing thoughts and feelings, recurrent dreams, and trauma‐related distress) and reduce incidence of cognitive impairment, substance abuse, and suicidal behaviors. Despite limitations derived from the quality of the studies, Cochrane metanalyses show positive results for all types of psychotherapies among children and adolescents.[67] In adults with PTSD, individual trauma‐focused CBT, eye movement desensitization and reprocessing, and nontrauma‐focused CBT are the psychotherapeutic approaches that have shown the highest efficacy; this approach is also successful among high‐risk patients.[[68]]

    Over the last decades, meditation practice has spread in Western countries as a safe and efficacious remedy to counteract distress. Evidence on the efficacy of mindfulness‐based interventions (MBIs) for management of psychological health, both in medical and psychiatric patients, as well as in healthy subjects,[70] has been growing. Mindfulness‐based cognitive therapy (MBCT), incorporating cognitive strategies into the theoretical and practical framework of mindfulness‐based stress reduction (MBSR), is recommended as an adjunctive treatment for unipolar depression, since it has been found effective in reducing current episodes of depression[[71]] and relapse of the disease.[73]

    As adjuvant therapy to standard medical treatment, MBIs reduced symptoms of depression and anxiety among elderly women[74] and in mothers who suffered from postpartum depression.[75]

    In an RCT that included older adults with depression and neurocognitive decline, the mindfulness group, compared to controls, showed significant improvements in memory functions and mood outcomes.[76] Some results suggest that both MBSR and MBCT are safe and efficacious interventions for anxiety symptoms.[77] Moreover, MBI group therapy was found to be noninferior to CBT when applied to patients with depressive, anxiety, or stress‐related disorders in primary care.[78] In patients diagnosed with substance‐use disorder, psychiatric disorder, and trauma exposures, MBIs have been associated with significant improvements in substance craving, relapse, and post‐traumatic stress disturbances compared to CBT or usual treatment.[79] MBSR also resulted in effective improvement of symptoms and psychological quality of life in veterans with PTSD.[80]

    s personal stress look like (i.e., financial, school,  work, relationships)? Using the results of the questionnaires, what are  some ways to cope with stress? How does a student personally cope (i.e.,  diet, exercise, faith)?

  3. Identify the risks of stress. What are  the biopsychosocial effects of stress on the body, both short-term and  long-term? What factors put students at risk for stress and disease?
  4. What networks, groups, or local resources are available for support (i.e., places of worship, family, friends, counselor)?
  5. How can personal experiences (self-disclosure) and knowledge help a client/patient?

Include two to three scholarly sources (the textbook may count for one of these).

Prepare  this assignment according to the guidelines found in the APA Style  Guide, located in the Student Success Center. This assignment may  include first-person narrative.

Review And Analyze Eliza’s Case Study For Suitability Of Clinical Treatment

CNL-610: Eliza D Case Study: Part One

Directions: Throughout this course you will be reviewing a case study about Eliza D. The information from the case study will be used to complete several different course assignments. Read part one of Eliza’s case study below for the completion of your Topic 2 and 3 assignments.

Using the information provided, create Part One of Biopsychosocial History for Eliza (Topic 2) and Part Two (Topic 3) which includes case conceptualization. This includes identifying stage of change and initial diagnosis. On what do you base your justification for services upon this part of the assessment?

Your client, Eliza, is a Caucasian female with average height and slender build. The client is currently a freshman in college and she is majoring in engineering. The client’s family resides in a small town approximately two hours away. Her family is high-achieving with both of her older brothers having successful careers in engineering, just like their father. Eliza has ‘mostly B’s’ in her classes but reports a lot of struggles in maintaining her GPA. The client states her coursework is very demanding, and she attends tutorials in the engineering department at least twice per week between classes. She considers her family a support system but is not in daily contact and doesn’t get to go home very often.

 

At the onset of the session in late January, the client came to your office in the university counseling center because of being caught in a campus dorm with alcohol (it is an alcohol-free campus, and the client is underage). She presented as visibly distraught as evidenced by the initial refusal to sit down and pacing in front of your desk for several minutes before finally sitting down in the chair across from your desk. Eliza was dressed in jeans, tennis shoes, a t-shirt, and zip hoodie. She appeared somewhat disheveled as evidenced by hair that was uncombed and wrinkled clothes. She struggled to make any eye contact during most of the initial session and rubbed her arms and upper legs often when talking. She said she was ‘very tired’ and admitted to sleeping less than five hours per night ‘most days’ and ‘catching up on sleep on Saturdays and Sundays until noon.’

Concerning the incident, the client stated “the RAs were called because my friends were being too loud in my dorm. When they arrived, they saw us with alcohol, and we got in trouble.” The client stated that her friends in the dorm were intoxicated but she was not, adding, “I was just buzzed” and adding that she was drinking “because they were” and “it’s just something to do.” Eliza appears to minimize the severity of the allegations. Eliza further rationalizes drinking to unwind from her stressful course load as an engineering major, and because parties are “a way to mingle and forget about things since her closest friends and family live over two hours away.”

 

The client identified school as a life stressor, adding “things came easy to me in high school, I just figured it would be the same in college”. The client says she was not prepared to deal with things NOT coming easy to her in college, and voices resentment over having to attend tutorials every week to stay caught up with the material. She reports immense pressure to do well in her major since she comes from a family of engineers.

 

Eliza also disclosed in the initial assessment that in addition to the difficulty in increased study requirements in her second semester, she has struggled with making friends, stating, “a lot of my friends from high school have either gone to college somewhere else or are doing other things,” although she denied feeling lonely.

When asked about a support system, the client denies having close friends at school, and could not identify anyone on campus that she fully trusts to talk to about her problems. She says she goes to a lot of parties and that is where she mingles with people the most, and usually does not engage with people in her classes beyond the classroom “because she feels embarrassed about going to tutorials.”

Eliza became very emotional and agitated when asked about substance use. She denied having a drug or alcohol problem, adding that she tried marijuana once in high school but “I didn’t like how it made me feel” and had not taken it since. The client stated that she was introduced to alcohol in HS when “friends asked me to drink it with them.” The client stated that “I sometimes drink on the weekends with friends,” denying drinking in excess or ever suffering symptoms of being hungover.

When asked for more details about the parties she attends, the client replied again about going to parties on weekends and has been doing so since the first week of classes in late August. Although she denies drinking in excess, she admits to mixing drinks such as several beers chased with shots of liquor and engaging in drinking games that require drinking amounts of alcohol very quickly. The client also reports there have been “a couple of times where she’s pretty sure she took some pills” while under the influence but could not remember what kind or how much. The client says she goes to parties ‘most weekends’ during long semesters, and usually drinks at home when visiting with friends who go to other colleges. When asked to expand on how many beers and shots on average per party, she finally admitted drinking at least 5-6 beers and 3-4 shots of liquor ‘on average’ per party. Although client denies experiencing hangover, she did say she has a hard time waking up the next day after a party, and usually isn’t able to eat until much later in the day following a night of drinking.

 

When asked specifically to detail how much and how often she drinks, the client had to stop and think several times, made some notes and tallies on a sheet of paper, and seemed surprised by the amount once she shared the information. She frequently paused to stop as she counted and appeared confused. The client is going to 2-3 parties ‘most weekends’ and admits drinking in her dorm at least twice per week. The client says she didn’t drink that much at the beginning of the semester, usually a beer or two at parties, but now drinks much more and goes to more parties. She says she drinks 5-6 beers and does 3-4 shots at parties; she also admits to sneaking wine into her dorm and drinking ‘a glass or two’ at night to help her fall asleep.

 

In terms of other addictive behaviors, the client stated that she occasionally plays a Massive Multiplayer Online game. When asked how often the client played, the client stated “one or two times a week” for approximately “three to five hours” at a time. The client denied gambling or pornography issues. The client says she is most likely to spend time gaming after tutorials for her classes, where she feels a lot of pressure to do very well, and gaming helps her unwind and forget about the stress of school.

Eliza denies hospitalizations, but says she has history of cutting in high school due to pressure from her family to achieve high grades and get scholarships. She said she used to cut with a razor blade she kept hid under her mattress. She said she wore long sleeves to hide it from her parents, friends, and teachers. She said the cutting started near the end of her junior year and became more frequent in her senior year, as often as three times per week. The client said cutting helped her relieve pressure. As you discuss the incident further with Eliza, she interrupts and states she is cutting again due to the “overwhelming stress” of everything going on but denies suicidal ideation. She voluntarily raises her sleeves where you observe several cuts on her left wrist and arm. Some of the cuts are superficial while others look deeper. The area around the cuts is very red and inflamed. Eliza discloses cutting 2-3 times per day every day for the last week.

She also said her brothers talked about drinking a lot in college to unwind from stressful days in class. She also says her mother has a very controlling attitude, and this caused a lot of stress in their home. She said her mother drinks wine every night to unwind before bed but has never seen her mother intoxicated.

The client denied any current or past abuse, although stating in passing that she did experience some level of teasing in HS, although the client denied discussing specifics.

Eliza denies legal history at this time, but says her RA reported the drinking incident to campus police. She hasn’t heard anything from them since the incident was reported.

The client stated that she had quality relationships, but added that she felt as though she was, at times, being taken advantage of. When asked for details, the client stated that her friends oftentimes pressure her to complete their homework, as well as often push her to “party in my dorm.” When asked if the client had ever talked with her ‘friends’ about said issues, the client stated that she had not, adding, “it’s not that big of a deal.”

Eliza also implies struggle with not being able to go home very often, and her close friends from high school went to college elsewhere, so they are not as close. The client’s support system is completely different at this time in college compared to what she had at home in high school.

During the assessment, Eliza was asked to share more information on what she meant by ‘things not coming as easy in college as they did in high school.’ She was teary-eyed and very emotional talking about her grades. She said she achieved good grades in high school, and all A’s during her senior year, “without having to study too much.” She said she never had to attend extra study sessions or tutoring, and she is embarrassed about having to go to tutorials as a freshman in college. The client said, “it was always expected that she would attend the university and pursue a degree in engineering like her brothers and father” and she “never really felt like she had a choice.’ She says she does find the engineering field interesting but stresses out a lot over difficulty of classes. She said her second semester is “even harder than the first” and really worries about maintaining her GPA as she continues in college.

Eliza also elaborated on her family during assessment. She stated that she was the youngest of three children in her family, describing her mother as “kind of controlling” and her father as “a good guy.” She has two older brothers. Neither are married yet and have successful careers as engineers. The client went on to state that her mother required her to call approximately once a week “or else she gets worried,” adding that during high school her mother “was always asking where I was going or what I was doing.” Eliza stated that her parents seemed to have a strained relationship at times, stating, “when I call, I talk to my mom first, and then she hands the phone off to my dad, and he goes into another room to talk with me.” The client also stated that the two frequently complain to the client about the current status of their marriage. In the conversation, the client also acknowledged sometimes feeling as though she were “the middle man” when living at home. The client says she “rarely” hears from her brothers while she is at school, but they visit in person when she can go home. She identified her religious preference as agnostic. The client also stated that her parents are Irish Catholic, even though “they mostly only go to church on Christmas and Easter.”

 

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Controversial Topic Posit

  • Assessment Instructions

    Preparation

    For this assessment, you will choose one of the four following controversial topics from your Taking Sides text and write a position paper of 3–5 content pages (plus title and references pages) that answers the question posed by the title.

    • D’Angelo, R., & Douglas, H. (2017). Taking sides: Clashing views in race and ethnicity (11th ed.). McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
      • Do we need a common identity? (pages 19–37).
      • Is racial profiling defensible public policy? (pages 117–126).
      • Is the mass incarceration of Blacks and Latinos the new Jim Crow? (pages 222–235).
      • Is gentrification another form of segregation? (pages 236–246).

    To further prepare you can choose to:

    • Review Issues Summary [DOCX] to help you select your topic.
    • Review Riverbend City: Arguments, Counterarguments, and Rebuttals. Your answers in the media piece will help you with this assessment.
    • Review the media piece about how to define what constitutes Reliable Evidence.
    Instructions

    Using the Capella library and other appropriate sources, explore scholarly research on both sides of your selected issue.

    Develop your position on the question using the corresponding Taking Sides essay as a foundation.

    Organize your paper as follows:

    • Title page.
    • Introduction.
    • Your position and arguments.
    • Evidence to support your arguments (i.e., data and research), including how the evidence supports the arguments.
    • Counterarguments to your position.
    • Rebuttals to those counterarguments.
    • Evidence to support your rebuttals (i.e., data and research), including how the evidence supports the rebuttals.
    • Summary and Conclusion.
    • References.

    This APA Style Paper Template [DOCX] is provided for your convenience.

    Additional Requirements
    • Remember that the content of your paper must be 3–5 pages in length.
    • In addition to the essay, use a minimum of 5 resources, at least 2 of which are peer-reviewed academic articles.
    • Follow APA style and formatting guidelines throughout.
    • Set your paper in Times New Roman, 12 point.
    • Review the scoring guide before submitting your assessment to ensure that you meet all criteria. Refer to the helpful links in Resources as you complete your assessment.

    Consider saving this assessment to your ePortfolio.

    Print

    Controversial Topic Position Paper Scoring Guide

    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe a controversial topic and key current issues related to the topic.Does not describe a controversial topic and key current issues related to the topic. Describes a controversial topic, but does not capture key current issues related to the topic. Describes a controversial topic and key current issues related to the topic.Analyzes a controversial topic and key current issues related to the topic. Describe own personal or professional position on a topic supported by psychological theories or research in culture, ethnicity, and diversity.Does not describe own personal or professional position on a topic supported by psychological theories or research in culture, ethnicity, and diversity.Describes own personal or professional position on a topic without support of psychological theories or research in culture, ethnicity, and diversity.Describes own personal or professional position on a topic supported by psychological theories or research in culture, ethnicity, and diversity.Describes own personal or professional position on a topic supported by psychological theories as well as research in culture, ethnicity, and diversity. Identify counterarguments to own position, using psychological theories or research in culture, ethnicity, and diversity to support the counterarguments.Does not identify counterarguments to own position, using psychological theories or research in culture, ethnicity, and diversity to support the counterarguments.Identifies counterarguments to own position, but does not use psychological theories or research in culture, ethnicity, and diversity to support the counterarguments. Identifies counterarguments to own position, using psychological theories or research in culture, ethnicity, and diversity to support the counterarguments.Identifies counterarguments to own position, using psychological theories as well as research in culture, ethnicity, and diversity to support the counterarguments. Identify rebuttals to counterarguments using psychological theories or research in culture, ethnicity, and diversity to support the rebuttals.Does not identify rebuttals to counterarguments using psychological theories or research in culture, ethnicity, and diversity to support the rebuttals.Identifies rebuttals to counterarguments but does not use psychological theories or research in culture, ethnicity, and diversity to support the rebuttals.Identifies rebuttals to counterarguments using psychological theories or research in culture, ethnicity, and diversity to support the rebuttals.Identifies rebuttals to counterarguments using both psychological theories and research in culture, ethnicity, and diversity to support the rebuttals. Assess the strength of the original position using psychological theories or research in culture, ethnicity, and diversity to support own views.Does not assess the strength of the original position using psychological theories or research in culture, ethnicity, and diversity to support own views.Reasserts but does not assess the strength of the original position using psychological theories or research in culture, ethnicity, and diversity to support own views.Assesses the strength of the original position using psychological theories or research in culture, ethnicity, and diversity to support own views.Assesses the strength of the original position using psychological theories and research in culture, ethnicity, and diversity to support own views Cite scholarly evidence correctly according to APA guidelines.Does not cite scholarly evidence correctly according to APA guidelines.Cites scholarly evidence with some errors in APA style and format.Cites scholarly evidence correctly according to APA guidelines.Cites scholarly evidence in APA style and format, without error. Write in a manner that is scholarly, clear, and free of grammatical, spelling, and APA formatting errors.Does not write in a manner that is scholarly, clear, and free of grammatical, spelling, and APA formatting errors. Writes in a manner that is inconsistently scholarly, clear, and free of grammatical, spelling, and APA formatting errors. Writes in a manner that is scholarly, clear, and free of grammatical, spelling, and APA formatting errors.Writes in an exemplary manner that is exceptionally scholarly, clear, and free of grammatical, spelling, and APA formatting errors.

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    Issues Summary

     

    I. Do We Need a Common Identity? (pp 19-37)

    YES: Patrick J. Buchanan, from “Nation or Notion?” The American Conservative (October 4, 2006)

    NO: Michael Walzer, from “What Does It Mean to Be an ‘American’?” Social Research (Fall 1990)

    ISSUE SUMMARY

     

    · YES: Patrick J. Buchanan, a syndicated conservative columnist and author of The Death of the West: How Dying Populations and Immigrant Invasions Imperil Our Country and Civilizations (St. Martin’s Griffin, 2002), argues that America needs one common identity. He views attempts to change America’s historic identity as fraudulent.

    · NO: Michael Walzer, professor at the Institute for Advanced Study, makes the pluralist argument that America cannot avoid its multicultural identity. He explores the ways in which citizenship and nationality are compatible with the preservation of one’s ethnic identity, culture, and community.

     

    II. Is Racial Profiling Defensible Public Policy? (pp 117-126)

    YES: Scott Johnson, from “Better Unsafe Than (Occasionally) Sorry?” The American Enterprise (2003)

    NO: Wade J. Henderson and Karen McGill Lawson, from “Restoring a National Consensus: The Need to End Racial Profiling in America,” The Leadership Conference (2011)

    ISSUE SUMMARY

    YES: Scott Johnson, conservative journalist and an attorney and fellow at the Clermont Institute, argues in favor of racial profiling. He claims that racial profiling does not exist “on the nation’s highways and streets.”

    NO: In the report, “Restoring a National Consensus,” Wade Henderson and Karen McGill Lawson argue that racial profiling is an unjust and ineffective method of law enforcement that makes us less, not more, safe and secure. However, profiling is pervasive and used by law enforcement at the federal, state, and local levels.

     

     

     

    III. Is the Mass Incarceration of Blacks and Latinos the New Jim Crow? (pp 222-235)

    YES: James Kilgore, from “Racism and Mass Incarceration in the US Heartland: Historical Roots of the New Jim Crow,” Truthout (2015)

    NO: James Forman, Jr., from “Racial Critiques of Mass Incarceration: Beyond the New Jim Crow,” Racial Critiques (2012)

    ISSUE SUMMARY

    YES: James Kilgore, through a study of the Midwestern criminal legal system, argues that anti-black racism, especially in the Midwest, resulting in high rates of incarceration, is determined by a number of factors. Decades of segregation and deindustrialization have contributed to mass incarceration. He argues that mass incarceration will not end unless there is a restructuring of the regional economy along with an attack on white supremacy.

    NO: James Forman, Jr., a clinical professor of law at Yale Law School and a noted constitutional law scholar, affirms the utility of the new Jim Crow paradigm but argues that it has significant limitations. It obscures significant facts regarding the history of mass incarceration as well as black support for punitive criminal justice policy among other deficiencies.

     

    IV. Is Gentrification Another Form of Segregation? (pp 236-246)

    YES: Jeremiah Moss, “On Spike Lee and Hyper-Gentrification,” Jeremiah’s Vanishing New York (March 5, 2014)

    NO: Justin Davidson, “Is Gentrification All Bad?” New York Magazine (February 2, 2014)

    ISSUE SUMMARY

    YES: Jeremiah Moss, an urban-based writer, views gentrification as a destructive process through which African Americans and others are displaced by affluent whites. He is concerned that communities with a rich culture and stability are experiencing a significant uprooting of their homes and communities due to gentrification.

    NO: Justin Davidson, a writer for New York Magazine, sees many positive outcomes that result from gentrification. Among these are economic development, neighborhood revitalization, and improvements in standards of living.

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