Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.

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Submit a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:

Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:

  • Presenting issue (including referral source)
  • Demographic information
  • Current living situation
  • Birth and developmental history
  • School and social relationships
  • Family members and relationships
  • Health and medical issues (including psychological and psychiatric functioning, substance abuse)
  • Spiritual development
  • Social, community, and recreational activities
  • Client strengths, capacities, and resources

Part B: Analysis of Assessment. Address each of the following:

  • Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
  • Analyze how the social environment affects the client.
  • Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
  • Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
  • Explain how you would use the identified strengths of the client(s) in a treatment plan.
  • Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
  • Analyze the ethical issues present in the case. Explain how will you address them.
  • Describe the issues will you need to address around cultural competence.

APA FORMAT

6-9 PAGES

USE MY REFERENCES ONLY!!!

USE TEMPLATE PROVIDED

Logan Family- Eboni Case study

TURN IT IN A MUST

References:

Zastrow, C. H., & Kirst-Ashman, K. K. (2013). Understanding human behavior and the social environment (9th ed.). Belmont, CA: Brooks/Cole.

Melchert, T. P. (2015).  Treatment. In Biopsychosocial practice: A science-based framework for behavioral health (pp. 211-233). Washington, District of Columbia: American Psychological Association.

Attachment Theory

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Discussion 1: Attachment Theory

The adolescent stage can be described as a time where there is a loss of innocence and a preentry into adulthood. A large part of being an adolescent is beginning that process of stepping out into the world and learning about oneself as a unique and autonomous individual. This movement out into the world is contingent upon the knowledge that this young person will have a safe and secure home to return to at the end of the day. If a traumatic loss or event has occurred in the adolescent’s life, there may be no safe base to which this individual can return. Attachment theory teaches us that a young person’s ability to attach/engage with peers, family, and other potential support systems is an important aspect of the developmental process. During the adolescent stage of development, assessing attachment styles is important because it provides a window into how the adolescent relates to others, which allows the clinician to choose the appropriate intervention.

For this Discussion, choose either the program case study for the Bradley family or the course-specific case study for Brady.

Post an application of the attachment theory to the case of either Tiffani or Brady. Discuss the connection between his or her attachment style and the exhibiting behavior.

References (use 2 or more)

Gutiérrez, L., Oh, H. J., & Gillmore, M. R. (2000). Toward an understanding of (em)power(ment) for HIV/AIDS prevention with adolescent women. Sex Roles, 42(7–8), 581–611.

Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

  • The Bradley      Family (pp. 17–19)

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].

  • Working      With Families: The Case of Brady (pp. 26–28)

Discussion 2: Developmental Stages

Understanding an adolescent’s behavior can be at times elusive and even frustrating. Due to the multiple aspects of the developmental tasks during these years, it can be at times quite challenging to clearly define the issue(s) at hand. Assessment during this stage will include an evaluation of whether an adolescent’s actions are indicative of unhealthy behavior or merely representative of being an adolescent. A comprehensive assessment that includes an evaluation of the client’s developmental stage is a priority when working with this age group.

For this Discussion, choose the opposite case from Discussion 1 and use Erikson’s developmental theory.

Post an assessment of whether the client is mastering the stage of identity. Identify the areas that should be addressed in an intervention based on his or her developmental stage. Describe how you might address those areas.

References (use 2 or more)

Gutiérrez, L., Oh, H. J., & Gillmore, M. R. (2000). Toward an understanding of (em)power(ment) for HIV/AIDS prevention with adolescent women. Sex Roles, 42(7–8), 581–611.

Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

  • The Bradley      Family (pp. 17–19)

· What neurotransmitters might be involved in creating such a drink?

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DISCUSSION #1.Consider the following scenario: You have a five-year-old daughter who suddenly refuses to go to bed on time. She comes up with the classic excuses: needs a story, a song, a kiss, a glass of water, to use the bathroom. Then, when all appeals are exhausted, she moves into the toughest thing for a parent to defend against: monsters!

You suspect that she is not really frightened and that this is just another delay tactic. You even give her a water pistol to shoot the monsters, but this just results in damp posters on her walls. You need to find a way to get your child to go to bed on time.

DISCUSSION #2.For this discussion draw on behaviorist principles learned in your text and other readings to create a plan for modifying your child’s behavior. Name specific behavioral principles (positive reinforcement, schedules of reinforcement, and so on), and link your action plan to the specific principles.

Depending on the technology and its use, research shows both positive and negative influences of technology on people’s ability to self-regulate their behavior. To prepare for this discussion, you will need to look in the Capella library and locate at least one scholarly research article on how technology influences the ability to self-regulate. You will use this article in this discussion.

Note: Although there are articles linked in the unit resources for your knowledge and as examples, please search for at least one article from the library that is not listed in the unit. This will contribute a variety of technology examples to make our discussion robust and add to our learning.

In what ways has technology affected people’s ability to self-regulate their behavior? What examples from the media (news reports, commercials, television shows, movies, et cetera) can you think of that highlight the conflict between impulse and self-regulation?

Summarize the article you found in the library. What relationship between technology and self-regulation is described in the article? How can professionals in the field of psychology use the findings to promote self-regulation?

DISCUSSION #3.A particularly important aspect of the nervous system is how neurons “fire,” or act to transmit information. This process is known as the action potential, and is governed by several different factors including neurotransmitters and electrolytes. Action potentials are subject to several laws. For instance, according to the all-or-none principle, an action potential occurs at full strength or not at all. This theory has been a foundation of brain studies and is widely applied in today’s medical field, as well as the computer world and robot industry.

Task: Using your text and other resources, study neurotransmission theory. Focus your discussion on answering the following questions:

· Do you expect there will one day be a “magic drink” with a mixture of chemicals that can make one “smarter,” or prevent neurological and psychological disorders?

· What neurotransmitters might be involved in creating such a drink?

· What is the likelihood such a drink would be successful? Why or why not?

· Remember to support your answers with sources from the text, assigned readings, and outside sources.

Link the correct attachment style to the following descriptions: (1) thrilled when reunited with a caregiver, (2) confused, erratic response when reunited with a caregiver, and (3) doesn’t care when reunited with a caregiver.

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Question 1

Link the correct attachment style to the following descriptions: (1) thrilled when reunited with a caregiver, (2) confused, erratic response when reunited with a caregiver, and (3) doesn’t care when reunited with a caregiver.

 

•Question 2

Your grandmother was born in 1925. You were born in 1990. If you both took the IQ test at age 7, who would probably get more items correct?

 

•Question 3

A cohort refers to a:

 

•Question 4

Carlo weighed 2 pounds at birth and is being discharged from the neonatal intensive care unit. What realistic statement about Carlo’s prognosis might you make to his worried parents?

 

•Question 5

Name the theorist who would give each piece of advice: “Don’t respond when your one year old cries out from the crib,” “Be as responsive as possible during the first year of life.”

 

•Question 6

You are devising a checklist to help parents evaluate early child-care settings. All are questions that should appear on your list EXCEPT:

 

•Question 7

The branching structure at the end of each neuron is the:

 

•Question 8

Compared to the early l970s, what fraction of elementary school children are now overweight or obese?

 

•Question 9

Which young child is MOST likely to obey the rule “Don’t touch this toy till dinner”?

 

•Question 10

How would an evolutionary psychologist describe 1-year-old Ned’s need to be close to his mom at all times?

 

•Question 11

Someone tells you that the heritability of IQ is .75. What should you think?

 

•Question 12

Pick the twin/adoption study.

 

•Question 13

Based on the information-processing section, parents can help children “remember” by doing all of the following EXCEPT:

 

•Question 14

All things being equal, which student is MOST at risk of NOT graduating from high school?

 

•Question 15

Krissy hates when parents use baby talk, so she speaks to her 1-year-old son exactly like an adult. What should you be thinking?

 

•Question 16

During the little-scientist phase, babies engage in:

 

•Question 17

Clarrisa gets a C on her first test in this class and decides to work very hard because she knows she can succeed. According to cognitive behaviorists, Clarrisa has:

 

•Question 18

A teratogen:

 

•Question 19

Which child is MOST at risk of having problems adjusting to day care?

 

•Question 20

Your psychology professor asks you to help him with his study of aggressive children. Your job is to go to a playground and record the frequency of aggressive acts among a sample of first graders. Your measurement technique is called:

 

•Question 21

You are using scaffolding in teaching baseball if you:

 

•Question 22

When Mom tosses the action figures into the toy box and slams the lid, Robie cries, “No! They’re scared of the dark!” Susie assumes that grandma knows she went to the beach yesterday, even though she didn’t tell her: Robbie’s comment shows ________ and Susie’s illustrates ________.

 

•Question 23

Gerontologists study:

 

•Question 24

What is the long-term impact of attending preschool on low-income children?

 

•Question 25

Pick the part of the brain that develops last.

 

•Question 26

If a friend is concerned that her 18-month-old son refuses to eat a balanced diet, what should you say?

 

•Question 27

Based on your understanding of brain plasticity, what would you say to frantic parents whose baby has suffered an injury to the language centers of the brain?

 

•Question 28

A social worker who counsels Down syndrome teens asks what will happen to her clients in their forties and fifties. What should you say?

 

•Question 29

Infant mortality in the United States:

 

•Question 30

A baby sees a new image on a screen and looks up to see what’s going on. The name for this process is ________.

 

•Question 31

With regard to sex differences in elementary school motor skills:

 

•Question 32

It’s Christmas, you are at the mall, and a mom places her 1-year-old on the store Santa’s lap. You might expect:

 

•Question 33

What is the relationship between walking early and later intelligence?

 

•Question 34

Which statement about the lifespan is most TRUE?

 

•Question 35

You are a doctor and your patient tells you she is pregnant. Under which situation would you MOST strongly urge chorionic villus sampling (CVS)?

 

•Question 36

Which of the following is NOT an ability involving executive functions?

 

•Question 37

All are reasons why eighteenth and nineteenth century doctors were relatively ineffective during labor and birth EXCEPT:

 

•Question 38

Which of these people is likely to live the longest?

 

•Question 39

A friend asks, “Who does a baby get attached to at age 1?” Your answer:

 

•Question 40

Jack and Diane desperately want a son. When they read up on the overall odds of male/female conception, what would they find?

 

•Question 41

Pick the example of autobiographical memory.

 

•Question 42

A traditional behaviorist is giving childrearing advice. She would say all of the following EXCEPT:

 

•Question 43

Your friend’s baby has colic. What should you be thinking?

 

•Question 44

Studies exploring social cognition now show babies:

 

•Question 45

You put a compelling object in front of your baby nephew, then cover it, and he acts as if it’s no longer there. Your nephew is:

 

•Question 46

Which research question MUST be tested by a correlational study?

 

•Question 47

When Sammy sees mommy roll the thick ball of dough into a thin circle for a pie crust he says, “Now there is more dough, because it’s bigger.” His sister Sara tells Sammy “No, it’s the same amount because mommy could just roll it back again and it would look the same.” According to Piaget’s framework, Sammy ________ and Sara ________.

 

•Question 48

Your friend’s preschooler has been diagnosed with ADHD and she asks, “Will my son still have this condition as he gets older?” What is the BEST answer?

 

•Question 49

What area of the lifespan did scientists first study?

 

•Question 50

You are writing a paper on the effects of prenatal drinking on the baby. You should make all of the following comments EXCEPT: