Discussion 1: Changing Nature Of Helping In Human Services

In the field of human services, cases may sometimes seem more direct than they truly are, posing challenges in defining problems for clients. It is important, however, to recognize the multidimensionality of clients’ needs in order to provide optimal service in these situations. For this Discussion, review the media program “Introduction to the Case Study” for an overview by Dr. Barbara Benoliel. Then, review the media program, “The Situation: Chapter 1.” As you consider the overt issues of the case and the multidimensionality of the specific client’s needs, reflect on how these factors and the changing nature of human services might influence how incidents are defined.

With these thoughts in mind:

Post a description of how the domestic dispute incident was defined in the media presentation. Then, explain how you would prefer to see this incident defined. Finally, explain how the changing nature of helping in human services might impact the definition of the incident and why.

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Assignment: Spirituality And Social Work Practice

 

Being culturally sensitive by respecting your clients’ spirituality and religious traditions, in general, is an important professional competence (Furness & Gilligan, 2010). Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this assignment, you consider how you might address a client’s crisis that includes a spiritual or religious component.

To prepare for this Assignment, review this week’s media about Eboni Logan’s visit with her school social worker.

By Day 7

Submit a 2- to 4-page paper that answers the following questions:

  1. As Eboni’s social worker, would you include spirituality and religion in your initial assessment? Why or why not?
  2. What strategies can you use to ensure that your personal values will not influence your practice with Eboni?
  3. How would you address the crisis that Eboni is experiencing?

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

 

Required Readings

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 3, Section “Relate Human Diversity to Psychological Theories” (pp. 130-132)
Chapter 7, Sections “Review Fowler’s Theory of Faith Development,” “Critical Thinking: Evaluation of Fowler’s Theory,” and “Social Work Practice and Empowerment Through Spiritual Development” (pp. 350-354)
Chapter 15, Section “Spotlight on Diversity 15.2: Spirituality and Religion” (pp. 694-696)

Barker, S. L. (2007). The Integration of spirituality and religion content in social work education: Where we’ve been, where we’re going. Social Work & Christianit, 34(2), 146–166.
Note: You will access this article from the Walden Library databases.

Crisp, B. R. (2011). If a holistic approach to social work requires acknowledgement of religion, what does this mean for social work education?. Social Work Education, 30(6), 663–674.
Note: You will access this article from the Walden Library databases.

Day, J. (2010). Religion, spirituality, and positive psychology in adulthood: A developmental view. Journal of Adult Development, 17(4), 215–229.
Note: You will access this article from the Walden Library databases.

Furness, S., & Gilligan, P. (2010). Social Work, Religion and Belief: Developing a Framework for Practice. British Journal of Social Work, 40(7), 2185–2202.
Note: You will access this article from the Walden Library databases.

Stirling, B., Furman, L., Benson, P. W., Canda, E. R., & Grimwood, C. (2010). A comparative survey of Aotearoa New Zealand and UK Social Workers on the role of religion and spirituality in practice. British Journal of Social Work, 40(2), 602–621.
Note: You will access this article from the Walden Library databases.

Document: Wagenfeld-Heintz, E. (2009). Faith and its application to the practice of social work. Journal of Religion, Spirituality & Aging, 21(3), 182–199. (PDF)(PDF)
Faith and its application to the practice of social work by Wagenfeld-Heintz, E., in the Journal of Religion, Spirituality & Aging, 21/3. Copyright 2009 by Haworth Pastoral Press. Reprinted by permission of Taylor & Francis Informa UK Ltd- Journals via the Copyright Clearance Center.

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Logan Family” (pp. 9-10)

Document: Life Span Interview (PDF)
You will use this document for your Life Span Interview Assignment In Week 10.

Required Media

Laureate Education (Producer). (2013). Logan family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 2 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Atchley, R. C. (2006). Continuity, spiritual growth, and coping in later adulthood. Journal of Religion, Spirituality & Aging, 18(2/3), 19.

Linzer, N. (2006). Spirituality and ethics in long-term care. Journal of Religion and Social Work, 25(1), 87–106.

Nelson-Becker, H., & Canda, E. R. (2008). Spirituality, religion, and aging research in social work: State of the art and future possibilities. Journal of Religion, Spirituality & Aging, 20(3), 177–193.

Nelson-Becker, H. (2005). Religion and coping in older adults: A social work perspective. Journal of Gerontological Social Work, 45(1/2), 51–67.

Describe a treatment plan for Jake, including how you would evaluation his treatment.

Review Learning Resources on trauma treatment for veterans, and conduct research in the Library for additional resources on the topic. Then read “The Case of Jake Levy.” (Attached)

In Jake’s case, the social worker has made several errors that delay Jake’s ability to get substantial help for some time and actually endanger his reaching a positive outcome.

Post a 3- to 5-minute recorded video response in which you address the following:

Provide the full DSM-5 diagnosis for Jake. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention).

Identify any errors made by Jake’s social worker when establishing his treatment, and explain how these may have negatively influenced his treatment.

Identify the first area of focus you would address as Jake’s social worker, and explain your specific treatment recommendations. Support your recommendations with research.

Explain how you would manage Jake’s diverse needs, including his co-occurring disorders.

Describe a treatment plan for Jake, including how you would evaluation his treatment.

1

Schizophrenia Over Time: Experiences Living With the Illness 2

The Levy Family Jake Levy (31) and Sheri (28) are a married Caucasian couple who live with their sons, Myles (10) and Levi (8), in a two-bedroom condominium in a middle-class neighborhood. Jake is an Iraq War veteran and employed as a human resources assistant for the military, and Sheri is a special education teacher in a local elementary school. Overall, Jake is physically fit, but an injury he sustained in combat sometimes limits his ability to use his left hand. Sheri is in good physical condition and has recently found out that she is pregnant with their third child. As teenagers, Jake and Sheri used marijuana and drank. Neither uses marijuana now but they still drink. Sheri drinks socially and has one or two drinks over the weekend. Jake reports he has four to five drinks in the evenings during the week and eight to ten drinks on Saturdays and Sundays. Neither report having criminal histories. Jake and Sheri identify as being Jewish and attend a local synagogue on major holidays. Jake’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Sheri is an only child, and her mother lives in the area but offers little support. Her mother never approved of Sheri marrying Jake and thinks Sheri needs to deal with their problems on her own. The couple has some friends, but due to Jake’s recent behaviors, they have slowly isolated themselves. My first encounter with Jake was at an intake session at the Veterans Affairs Health Care Center (VA). During this meeting, Jake stated that he came to the VA for services because his wife had threatened to leave him if he did not get help. She was particularly concerned about his drinking and lack of involvement in his sons’ lives. She told him his drinking had gotten out of control and was making him mean and distant. Jake had seen Dr. Zoe, a psychiatrist at the VA, who diagnosed him with post-traumatic stress disorder (PTSD). Dr. Zoe prescribed Paxil to help reduce his symptoms of anxiety and depression and suggested that he also begin counseling. During the assessment, Jake said that since his return to civilian life 10 months ago he had experienced difficulty sleeping, heart palpitations, and moodiness. He told me that he and his wife had been fighting a lot and that he drank to take the edge off and to help him sleep. Jake admitted to drinking heavily nearly every day. He reported that he was not engaged with his sons at all and he kept to himself when he was at home. He spent his evenings on the couch drinking beer and watching TV or playing video games. When we discussed Jake’s options for treatment he expressed fear of losing his job and his family if he did not get help. Jake worked in an office with civilians and military personnel and mostly got along with people in the office. Jake tended to keep to himself and said he sometimes felt pressured to be more communicative and social. He was also very worried that Sheri would leave him. He said he had never seen her so angry before and saw she was at her SESSIONS: CASE HISTORIES • THE LEVY FAMILY him that naming the issue or concern was often helpful in the healing process. During the first few sessions my goal was to help Jake feel safe and validate his feelings. We consistently assessed his feelings of safety, including any potential suicidal ideation. He was reluctant to attend AA at that time, so we began monitoring his drinking and his behaviors after several drinks. The Levy Family Jake Levy: father, 31 Sheri Levy: mother, 28 Myles Levy: son, 10 Jake began his individual sessions practicing techniques I had Levi Levy: son, 8 shown him to help reduce his anxiety symptoms. We used deep breathing and guided meditation to help him remain calm and in the moment. We started to chart when he had intrusive thoughts about the war, potential triggers to his hyperarousal, and when he tried to dissociate or numb in reaction to these episodes. Jake slowly began to share his experiences while in combat. I helped to gently guide him through the events that seemed to haunt him the most. I explained that telling one’s story in effect helped him “own it,” and in turn it would be integrated into his life on his terms. I told him that the act of telling his story can actually change the processing of the traumatic event in his brain. I was careful through this process not to push him into talking about events that seemed too traumatic for fear of re-traumatizing him. There were many sessions in which he started to share a specific event and then stopped mid-story and had to begin his relaxation exercises. During this time he had also started participating in the veterans’ support group. Jake reported that he was uneasy during the first couple of meetings because he did not know anyone, but that the other vets were supportive. He said it was helpful to hear from others who experienced the same feelings he had since he returned home. He said he no longer felt alone nor did he feel “crazy.” Jake also shared that he had started attending AA meetings. While I did not participate in the couples’ sessions, Jake felt it was important that I hear about how these sessions were going. He told me the social worker at the local mental health clinic helped Sheri understand what he was going through by teaching her about PTSD. The social worker explained how PTSD affected not only the individual, but the whole family and, in turn, the home environment. Jake said Sheri admitted that she did not understand what he was going through but that he was not the same person when he returned home from Iraq, and this scared her. Jake said Sheri seemed to be empathetic toward him and appeared to be relieved when the social worker explained his diagnosis. Jake said he and Sheri worked together to address her main concerns. She felt he drank too much, was not communicating with her, was isolating himself from the family, and appeared to be depressed. She was particularly concerned about his lack of interaction with his sons and lack of interest in the current pregnancy. She worried that he would be uninvolved in caring for this new baby just as he was uninvolved with his boys. Jake shared that in another couples’ session, Sheri talked about wanting to be able to communicate with Jake without feeling that she was “nagging him” or fearful that she was making him withdraw. She said she avoided asking him things or talking to him for fear it would “set him off” and make him retreat to the basement on his own. As it stood, she did not think she could talk with Jake about her concerns. She told him she missed socializing with friends and having family outings and felt isolated. Jake said just keeping his intrusive thoughts at bay took all the energy he could muster, so making small talk with friends was not something he felt he could do right now. Sheri admitted that she did not know that socializing affected him that way. He said the social worker explained that for veterans with PTSD, oftentimes crowds, loud noises, and open spaces triggered intrusive memories and caused anxiety attacks. He said that he and Sheri had developed a plan that would improve their communication. He said they were going to slowly begin planning outings that he felt he could handle, and that they also agreed that if at any time he felt uncomfortable while out that they would leave. Through individual, group, and couples sessions, Jake was able to address his trauma and his PTSD symptoms abated. He realized that drinking was being used as a way to avoid his feelings and attended AA meetings regularly. He has been able to maintain his sobriety and found a sponsor who is also a veteran. Sheri gave birth to a healthy baby boy, and Jake shared pictures of his son. He continues to attend group sessions and has become involved in some mentoring with young vets here at the VA. He feels strongly in giving back and has suggested that the VA begin a program that has been piloted in another state.

· Explain how specific events have influenced the development of the identity of professional counselors.

For this discussion, use the readings assigned in this unit and the information you found during your Internet research on the history of counseling. Prepare a post (250–300 words) that outlines the history of counseling.

How have the history and philosophical foundations of counseling contributed to current trends and professional issues in counseling?

· Explain how specific events have influenced the development of the identity of professional counselors.

· Analyze the evolution of the key philosophies of wellness, resilience, and prevention.

· Summarize the historical events that contributed to the development of your counseling specialization.

Note: Up until this point, you have been primarily using first person when responding to discussions and assignments. This was appropriate because you were generally discussing your opinions about the subjects. This discussion, however, calls for an academic analysis of the literature on a subject. You will be expected to use the conventional academic third-person form when writing this post. Instead of expressing your own opinions, you will be supporting your analysis referencing the research and expertise of others. For more information on this style of academic writing, review the Campus resource Writing in Third Person (given in the resources).Print

Discussion Participation Scoring Guide

Due Date: Weekly. Percentage of Course Grade: 30%.

Discussion Participation Grading Rubric

Criteria Non-performance Basic Proficient Distinguished
Applies relevant course concepts, theories, or materials correctly. Does not explain relevant course concepts, theories, or materials. Explains relevant course concepts, theories, or materials. Applies relevant course concepts, theories, or materials correctly. Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence.
Collaborates with fellow learners, relating the discussion to relevant course concepts. Does not collaborate with fellow learners. Collaborates with fellow learners without relating discussion to the relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue.
Applies relevant professional, personal, or other real-world experiences. Does not contribute professional, personal, or other real-world experiences. Contributes professional, personal, or other real-world experiences, but lacks relevance. Applies relevant professional, personal, or other real-world experiences. Applies relevant professional, personal, or other real-world experiences to extend the dialogue.
Supports position with applicable knowledge. Does not establish relevant position. Establishes relevant position. Supports position with applicable knowledge. Validates position with applicable knowledge.
Participation Guidelines

Actively participate in discussions. To do this you should create a substantive post for each of the discussion topics. Each post should demonstrate your achievement of the participation criteria. In addition, you should also respond to the posts of at least two of your fellow learners for each discussion question-unless the discussion instructions state otherwise. These responses to other learners should also be substantive posts that contribute to the conversation by asking questions, respectfully debating positions, and presenting supporting information relevant to the topic. Also, respond to any follow-up questions the instructor directs to you in the discussion area.

To allow other learners time to respond, you are encouraged to post your initial responses in the discussion area by midweek. Comment to other learners’ posts are due by Sunday at 11:59 p.m. (Central time zone).