Throughout the discussions in this course we will be focusing on one single condition; gradually unfolding week by week how this condition can grossly affect the entire human body and its systems.

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Throughout the discussions in this course we will be focusing on one single condition; gradually unfolding week by week how this condition can grossly affect the entire human body and its systems.

The goal of the course discussions is primarily, to build upon the skill of differential diagnosis and secondary, to give a clear view as to how a single pathological process can possess the ability to affect an entire human organism.

Each week you will be presented with varying components of a new system being adversely affected by the unidentified condition. Your task as a healthcare professional in training, is to thoroughly research and envelop yourself within the process of differential diagnosis to arrive at a definitive diagnosis at the end of the course in week 8.

In phase one of the discussion, you will be tasked with presenting your researched information into a video or written presentation answering the questions below, while also considering your response and symptom presentation from weeks 1, 2, 3, 4, 5 and 6.

Written presentations should be a minimum of 2-3 paragraphs per each diagnosed condition (3 conditions minimum).

Symptom Presentation:

  • Adrenalin: Increased epinephrine (catecholamine production) from the adrenal medulla
  • Heart Rate: Increased resting heart rate with intermittent bursts of arrhythmia
  • Blood Pressure: Systemic hypertension reported over the past 8 months
  • Hypertensive Retinopathy: arteriolar constriction, vascular wall changes, cotton-wool spots, yellow hard exudates, and optic disk edema

Previously, you researched and considered three conditions through the process of differential diagnosis that would present with varying abnormalities in homeostasis, metabolism, triglycerides and DNA in week 1. Abnormalities in oxidation, plasma and tissue enzyme activity, inflammation and alopecia respectively in week 2. Increased cortisol and demonstrated bone loss in week 3. Fibromyalgia and muscle atrophy in week 4. Increased glutamate and memory loss in week 5 and neurogenic inflammation in week 6. Given the new symptom presentation above, consider and answer the following questions.

Explain whether you believe it is appropriate to apply psychoanalytic theory to women and individuals from racial and ethnic minority groups.

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Sigmund Freud is often hailed as the father of psychoanalytical theory. His theory was the first to point to the influence of early childhood experiences. However, psychoanalytical theory has received a lot of criticism. Although theories are supposed to be objective and value-free, they are developed within a sociocultural and political context. For example, with historical perspective, it is possible to see that values within the Western Victorian era influenced Freud as he developed his theory. Another criticism is that many psychoanalytical concepts cannot be measured. For example, how do you measure the id, ego, and superego or the notion of unconscious conflicts? As a result, it is difficult to test the accuracy of these concepts using social science research methods.

It is important to critically evaluate theories for their practical use. For example, is it appropriate to use a theory when working with diverse populations or with populations different from those with whom the theory was normed (e.g., women, racial and ethnic minority groups, those who are economically disadvantaged)? Finally, are the assumptions of theories consistent with the values underlying the field? In this Discussion, you respond to some of these concerns.

To prepare, read the following from the Learning Resources:

  • Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.
  • National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
  • Post: Summarize the assumptions of Freud’s psychoanalytical theory in 2 to 3 sentences.
  • Explain whether you believe it is appropriate to apply psychoanalytic theory to women and individuals from racial and ethnic minority groups.
  • Explain whether you believe psychoanalytic theory is consistent with social work values and social work ethics.

socw 6301- Discussion: Formulating Research Questions

Research problems can come from a variety of places. A topic can come up during a discussion with a colleague that motivates you to want to learn more about it. You may have a question for which you cannot find an answer, so you decide to conduct a research study in hopes of finding an answer. You may identify a particular gap in knowledge and be inclined to investigate that gap and close it with the results of a research study.

For this Discussion, consider how crafting a good research question is the cornerstone for designing robust studies that yield useable data. Review the Sessions episode on the Talia Johnson case. Locate two articles authored by the researcher David Lisak on the topics of the undetected rapist and predatory nature.

Post two potential research questions related to the Sessions episode. Consider potential ethical or political issues related to the feasibility of investigating the questions.  Evaluate each question in terms of how it might:Contribute to development of new knowledge for social workLead to more effective practice interventionsLead to social changeBe useful to other researchersFinally, explain the criteria you used to decide which sources of information should be included. Please use the resources to support your answer.

Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why.

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When treating clients, social workers must ensure that the evidence-based practice is appropriate for the client and the problem. Then, the social worker must get the client and other stakeholders to support the selected evidence-based practice. To earn that support, the social worker should present the client and stakeholders with a plan for implementation and evidence of the evidence-based practice efficacy and appropriateness. Social workers must demonstrate that they have carefully considered the steps necessary to implement the evidence-based practice, identified factors in the current environment that support implementation of the evidence-based practice, and addressed those factors that may hinder the successful implementation.

For this week’s Discussion, you will take on the role of the social worker in the Levy case study. You will choose an evidence-based practice and attempt to gain the support of both the client and supervisor. To do so, you will address its efficacy, appropriateness, and factors that may impact implementation of the evidence-based practice that you chose.

To prepare for this Discussion, review Levy Episode 2 (TRANSCRIPT ATTACHED). Then using the registries provided in this week’s resources and the Walden Library, locate an evidence-based practice that you believe would be appropriate for Jake’s case. Then, review the Evidence-Based Practice kit for Family Psycho Education from the SAMHSA website from the resources. Note all the steps and considerations involved in implementing the evidence-based practice and which of these considerations apply to this case. Consider issues such as agency support, resources, and costs that might support or limit the application of the evidence-based intervention that you select.

· Post an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it. 

· Explain why you think this intervention is appropriate for Jake. 

· Then provide an explanation for the supervisor regarding issues related to implementation. 

· Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why.

· Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors. 

Be sure to include APA citations and references.

References (use 3 or more)

Resources for Evidence-Based Registries

Children’s Trust Fund. (n. d.). Evidence-based programs (EBPs) program. Retrieved from https://www.thechildrenstrust.org/research/provider-resources/29-tct/research/236-best-practices-and-evidence-based-programs

This resource lists a number of best practice programs related to young children and parents.

Promising Practices Network. (n. d.). Programs that work. Retrieved October 8, 2013, from http://www.promisingpractices.net/programs_indicator_list.asp?indicatorid=7

Promising Practices Network. (n. d.). Research in brief. Retrieved November 12, 2013, from http://www.promisingpractices.net/issuebriefs.asp

Substance Abuse and Mental Health Services Administration. (2012). A road map to implementing evidence-based programs. Retrieved from http://web.archive.org/web/20151010063916/http://www.nrepp.samhsa.gov/Courses/Implementations/resources/imp_course.pdf

(For review) Substance Abuse and Mental Health Services Administration. (n. d.). NREPP: SAMHSA’s national registry of evidence-based programs and practices. Retrieved October 8, 2013, from www.nrepp.samhsa.gov

The Campbell Collaboration. (n. d.). Retrieved October 8, 2013, from www.campbellcollaboration.org

Laureate Education (Producer). (2013c). Levy family episode 2 [Video file]. Retrieved from

Discussion2 : External Factors Impacting an Organization

Last week, you explored how systems theory and the ecological perspective emphasize the interaction between a human services organization and its environment. Any change in one part of the system effects change in another part of the system. Because organizations are not immune to their environment, local, national, and global events affect them.

Social workers in administrative roles must be able to identify and analyze the external factors that affect the function of the human services organizations for which they work. Though you may apply leadership and management skills as you assume an administrative position, you may also be able to repurpose many of the assessment skills you use in clinical practice for macro social work. Just as you gather information about a client and develop strategies for treatment at a micro level, so too, at a macro level, you gather and analyze information about a situation or program and identify appropriate strategies that will support positive organizational functioning.

For this Discussion, you address the Phoenix House case study in the Social Work Case Studies: Concentration Year text.

· Post an analysis of the supervisor’s role in the Phoenix House case study and identify leadership skills that might help the supervisor resolve the issue. 

· Identify which aspect of this situation would be most challenging for you if you were the supervisor. 

· Finally, explain how you would use leadership skills to proceed if you were the supervisor.

References (use 3 or more)

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications

Reprinted by permission of Sage Publications via the Copyright Clearance Center.

·

Chapter 1, “Introduction” (pp. 1–17)

· Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th ed.). Washington, DC: Sage.

  • Chapter        1, “Understanding Leadership” (pp. 1–18)
  • Chapter        2, “Recognizing Your Traits” (pp. 21–44)
  • Chapter        6, “Developing Leadership Skills” (pp. 117-138)

Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage.

Chapter 3, “Role Playing and Group Membership” (pp. 70–98)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

The Phoenix House Case Study:

I am the senior social worker at a program called Phoenix House. Phoenix House is an after-school program supporting at-risk middle school youth. It is funded in part by local school districts. Students are generally referred to Phoenix House by school administrators or parents.

I supervise a staff of four full-time social workers and two social work interns from a local university. Staff responsibilities generally include helping students with homework, individual and group counseling, field trips, and recreational games and activities.

Students are usually referred to Phoenix House when school administrators feel that the student is on the cusp of expulsion or long-term suspension from their school, usually due to disciplinary issues. Parents of students may also enroll their children in the Phoenix House program if they feel it will be beneficial. Parents are made aware of Phoenix House and its services through PTA meetings and via school administrators when a disciplinary incident takes place. Although it is free of charge and funded primarily through school district funds, parents are discouraged from using Phoenix House as an after-school or extracurricular activity for their children.

The average clients of Phoenix House are boys and girls between the ages of 11 and 14. The clients possess a range of presenting issues, mostly relating to inappropriate behavior. Some of the clients have been involved with the juvenile justice system in some form or fashion. Almost all of the clients have been suspended from their school at one point or another. Common problems with clients at Phoenix House include fighting, bullying, stealing, and vandalizing.

The staff I supervise have quite a bit of experience working with juveniles with behavioral issues. Some of them have worked in juvenile detention facilities and others have worked at court-mandated youth programs.

We have recently accepted a new client named Daniel. Daniel is a 13-year-old, Caucasian male. Daniel was enrolled by his mother when he was suspended from his school after a marijuana cigarette was found in his book bag by school security staff. It was the first time Daniel had been suspended from his school and the first time a disciplinary report had been filed on him.

Sarah, one of the social workers, asked to speak to me concerning Daniel. Sarah had spoken to Jim, one of our social work interns, about Daniel and the appropriateness of his presence at Phoenix House. Jim is concerned that Daniel is not a “good fit” at Phoenix House because he does not seem to match up with the character and attitudes of the other clients. Sarah shares Jim’s concern and is also concerned that the other clients may be a harmful influence to Daniel.

Sarah is Daniel’s counselor, as well, and has gotten permission from Daniel to share some of his statements from their counseling sessions. The statements indicate Daniel has no idea how the marijuana cigarette got into his book bag and that Daniel suspects it was put there by another student as a joke or as a means to get rid of it during bag searches. Sarah, who has years of experience working with at-risk youth, indicates that she believes Daniel. Daniel has also gone on to state that his mother has a tendency to overreact, and this may be the reason why she enrolled him in the Phoenix Houseprogram instead of listening to his explanations.

In response to Jim and Sarah’s concerns, I contacted Daniel’s mother, Lisa. Lisa listened to my concerns but did not feel that it would be right to remove him from the Phoenix House program. She said that even if he had done nothing wrong, Daniel could learn a valuable lesson about consequences by being in the Phoenix House program. I attempted to explain to Lisa that this is not really the purpose of the program and also indicated that Phoenix House is not meant to be a typical after-school or extracurricular program. Lisa retorted that it is her right to enroll her son in the program, and in her opinion, the end result of Daniel being in the program will be positive in nature.

I have shared this conversation with the staff at our weekly meetings. The staff seem convinced that Daniel will not have a positive experience at Phoenix House and feel he is being picked on and bullied by the other clients despite their efforts to prevent it. Some staff members have also pointed out that this may be an ethical issue because they feel the situation violates the social work value of “Do no harm.”

Discuss the implications of this correlation as it relates to the research question.

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  • You will complete this assignment using the Data Analysis and Application (DAA) Template.
  • Read the SPSS Data Analysis Report Guidelines for a more complete understanding of the DAA Template and how to format and organize your assignment.
  • Refer to IBM SPSS Step-By-Step Guide: Correlations for additional information on using SPSS for this assignment.
  • If necessary, review the Copy/Export Output Instructions to refresh your memory on how to perform these tasks. As with your previous two assignments, your submission should be in narrative format with supporting statistical output (table and graphs) integrated into the narrative in the appropriate places (not all at the end of the document).

You will analyze the following variables in the grades.sav data set:

  • gender
  • gpa
  • total
  • final

Step 1: Write Section 1 of the DAA.

  • Provide the context of the grades.sav data set.
  • Include a definition of the specified variables and corresponding scales of measurement.
  • Indicate the type of correlation for each X, Y pair (Pearson’s r, Spearman’s r, point-biserial r, et cetera).
  • Specify the sample size of the data set.

Step 2: Write Section 2 of the DAA.

  • Test the assumptions of correlation for gpa and final.
  • Paste the SPSS histogram output for each variable and discuss your visual interpretations.
  • Paste SPSS descriptives output showing skewness and kurtosis values and interpret them.
  • Paste SPSS scatter plot output with “gpa” set to the horizontal axis and “final” set to the vertical axis. Conduct a visual inspection of the scatter plot to analyze other assumptions of correlation.
  • Summarize whether or not the assumptions of correlation are met.

Step 3: Write Section 3 of the DAA.

  • Specify a research question related to gpa and final.
  • Articulate the null hypothesis and alternative hypothesis.
  • Specify your alpha level.

Step 4: Write Section 4 of the DAA.

  • Paste the SPSS output of the intercorrelation matrix for all specified variables.
    • First, report the lowest magnitude correlation in the intercorrelation matrix, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Specify whether or not to reject the null hypothesis for this correlation.
    • Second, report the highest magnitude correlation in the intercorrelation matrix, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Specify whether or not to reject the null hypothesis for this correlation.
    • Third, report the correlation between gpa and final, including degrees of freedom, correlation coefficient, pvalue, and effect size. Interpret the effect size. Analyze the correlation in terms of the null hypothesis.

Step 5: Write Section 5 of the DAA.

  • Discuss the implications of this correlation as it relates to the research question.
  • Conclude with an analysis of the strengths and limitations of correlational analysis.

Submit your DAA Template as an attached Word document in the assignment area.