Children who have been abused or traumatized in some way may benefit from working with a therapist.

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Children who have been abused or traumatized in some way may benefit  from working with a therapist. Children often reenact trauma through  repetitious play in order to establish mastery over their emotions and  integrate experiences into their history on their own terms. Through the  use of toys and props, children may naturally share their emotions and  past experiences without feeling the pressure they might encounter with  traditional talk therapy.

For this Discussion, review the course-specific case study for Claudia and the Chiesa (2012) and Taylor (2009) articles.

By Day 3

Post an explanation of ways play therapy  might be beneficial for Claudia. Using the insights gained from the  articles, describe ways you might have worked with Claudia to address  her fears and anxiety related to the mugging she witnessed.

Support your posts with specific references to the  Learning Resources. Be sure to provide full APA citations for your  references.

By Day 5

Respond to at least two colleagues by expanding on evidence in support of play therapy.

Support your responses with specific references to the  Learning Resources. Be sure to provide full APA citations for your  references.

Chiesa, C. (2012). Scripts in the sand: Sandplay in transactional analysis psychotherapy with children. Transactional Analysis Journal, 42(4), 285–293.

Malawista, K. L. (2004). Rescue fantasies in child therapy: countertransference/transference enactments. Child & Adolescent Social Work Journal, 21(4), 373–386.
.

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 Children and Adolescents: The Case of Claudia (pp. 15–17)

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Ruffolo, M. C., & Allen-Meares, P. (2013). Intervention with children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 41–69). Hoboken, NJ: Wiley.

Taylor, E. R. (2009). Sandtray and solution-focused therapy. International Journal of Play Therapy, 18(1), 56–68.
Retrieved from Walden Library databases.

Christogiorgos, S., & Giannakopoulos,   G. (2015). Parental presence and countertransference phenomena in   psychoanalytic psychotherapy of children and adolescents. Psychoanalytic Social Work, 22(1), 1-11.

Buddhism and Hinduism

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In the Sacred Texts booklet, you will find three Hindu texts and three Buddhist texts.

For each of the religious systems:

  1. Select one of the texts and explain why you have chosen it as most representative of the religious system;
  2. Address the reasons why the other two readings were not, in your assessment, as representative. You MAY NOT use outside sources to make your case.  Limit yourself to the text itself, your lecture notes and your textbook.
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Answer the questions found on the Answer Sheet.

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Formulate reflective essay responses and use textual citations to defend your assertions.

Do not summarize unless necessary to make a point. (I have read these texts…many times.)

FORMATTING

Calibri 11pt; double-spacing; 2 ENTIRE pages (minimum and maximum) with bibliography on a third page.

Use in-text citations for direct quotes from sacred texts (Book Chapter: Verse; e.g. Jb 38: 4), and Chicago Manual of Style (Links to an external site.) for all other textual references. No double-spacing in footnotes.

Need help with citation?  I’ve created a video for you.  Still need help?  The Center for Teaching and Learning can help. (Links to an external site.)  Alternatively, see me during Office Hours.  I’ll walk you through it.

If for whatever reason you do not wish to use the Answer Sheet written files should be .doc/.docx or .pdf. Canvas does not allow me to view .pages.

No cover page or headers, please.

How does Shearing and Stenning’s analysis in “From Panopticon to Disneyland” demonstrate Foucault’s ideas concerning the disciplinary society?

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Question
Instructions: Be sure to define and explain all relevant concepts that you use and give concrete examples to support your statements.

Answers to ALL questions should be inessay form, approximately two or three paragraphs each.

Section I: Answer the 3 following prompts

1a. How does Shearing and Stenning’s analysis in “From Panopticon to Disneyland” demonstrate Foucault’s ideas concerning the disciplinary society?
b. Discuss this article in relationship to the ideas of any one other theorist (besides Foucault)who we went over this

semester. (You can answer this in any way as long as the ideas are aptly demonstrated: compare, contrast, critique…..)

2. Using readings from class (the textbook and Callero’s eReserve piece, write an essay that

supportseithera functionalistorconflict perspective on globalization processes. (Hint: for functionalists, globalization might be considered advantageous and necessary, while conflict theorists like Parsons would likely focus on the economic and cultural disadvantages.)

3. Turkle’s ideas (“Nearest Neighbors”) about contemporary robotics have implications in terms of how we view the “Self” and what it means to be human.

a. Briefly explain how GH Mead (symbolic interaction) might address Turkle’s concerns.

b. Next, compare her ideas to those of Baudrillard’s postmodern perspective.

c. End your essay with a brief discussion of your thoughts on this. What are the social implications of the increasing use of

technology (like robotics), where objects are now being given “human” qualities?

 

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examine gaps in the life model by applying it to your field experience.

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Piedra and Engstrom (2009) noted how the life model “remains general  and unspecific regarding factors that affect immigrant families” (p.  272). Recall that there will never be one theory  or a model that can fully explain a phenomenon or lay out all the steps  and procedures when working with complex issues that clients present to  social workers. Recognizing this, Piedra and Engstrom selected another  theory in the immigration literature—segmented assimilation theory. They  identified concepts from segmented assimilation theory to “fill in” the  gaps that the life model does not address.

In this Discussion, you examine gaps in the life model by applying it to your field experience.

To prepare:

  • Review the life model.
  • Review this article in the Learning Resources: Piedra, L.  M., & Engstrom, D. W. (2009). Segmented assimilation theory and the  life model: An integrated approach to understanding immigrants and  their children. Social Work, 54(3), 270–277.  http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

By Day 3

Post:

Using an example from your fieldwork experience and a  diverse population you encountered at the agency (for example, in Piedra  and Engstrom’s article, it was immigrant families), respond to the  following:

  1. Identify and describe the diverse population and the  unique characteristics and/or the distinctive needs of the population in  3 to 4 brief sentences.
  2. Explain how the life model can be applied for the population.
  3. Explain where the gaps are in applying the life model for this population.
  4. When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.
  5. Identify other potential gaps in the life model as applied to the population your colleague identified.
  6. Offer another potential theory for filling the gaps of the life model when working with the population identified.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

References (use 3 or more)

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 18: Life Model and Social Work Practice (pp. 287–301)
Chapter 24: Problem-Solving and Social Work (pp. 387–397)

Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638