Finally, explain one strategy a mental health professional might use to address challenges that arise in the initial stages of treatment.

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Discussion 1: Conflict Theories in Social Work Practice with Specific Populations

Why does conflict exist? What if conflict and instability were life’s normal state of affairs, occasionally interrupted by periods of peace and stability? What if peace is contrary to the nature of man? According to conflict theory, society is in a state of perpetual conflict and competition for limited resources. In fact, this perspective might explain the existence of war, poverty, political strife, divorce, discrimination, and a host of other conflict-related social phenomena. If conflict theorists are right, are social workers fighting a war that cannot be won? The social worker’s mission is not to foster a utopia where all conflict ceases to exist. Rather, social workers help clients overcome the conflicts they face and reduce or eliminate the harm they experience, in order to improve their lives. How can the understanding of conflict’s origins and why it exists prepare social workers to help their clients effectively manage the conflict in their lives?

 

For this Discussion, review this week’s resources. Select either the Roy case study or the Matt and Keith case study. Then, select a conflict theory that best applies to the specific case you selected. Finally, consider what social work skills you might use to apply that theory and think about why it is appropriate for that case.

 

·       Post a description of the conflict theory that best applies to the case study you selected.

 

·       Be sure to reference the client from the specific case study you selected in your post.

 

·       Then explain what social work skills you might use to apply that theory and explain why it is appropriate for the case you selected.

 

 

Working With Individuals: The Case of Roy

Roy is a 34-year-old, divorced, Caucasian male. He has been divorced for 1 year and has three children, Jordon (7), Jared (6), and Jane (3). Roy met his ex-wife, Melissa, when she was 17 and he was 25, and soon afterward she became pregnant with their first child. As part of the divorce agreement, they were given joint custody, and Melissa was granted physical custody.

Roy had been working at a hog confinement farm for the prior 2 months. Previously, he had been a highway patrolman for 10 years. Roy was terminated from the force, and charges were filed against him, after he drove his patrol car into Melissa’s home. He was ordered to pay for the damages to the house and the patrol car and enroll in a batterer’s intervention program (BIP). Melissa was granted a permanent order of protection against him, and the court ordered that Roy’s visits with his children be supervised.

I met Roy during our intake and assessment meeting prior to beginning the BIP. As one of the co-facilitators, I met individually with many of the group members prior to our first group meeting to learn more about why they were referred to the BIP and to orient them to the group’s goals and objectives. Roy arrived at the intake and assessment session 30 minutes late, and he did not explain his tardiness. During the assessment, Roy spent much of the time talking about what he perceived as the reasons for his divorce. He categorically denied any history of domestic abuse, and he stated, “Me and Melissa would get into verbal arguments, but I never hit her.” He said they would fight about a number of ongoing things, such as money, “her partying,” and the children. When they were married, Melissa was a stay-at-home mother, and Roy felt she was irresponsible with “his money.” Roy also disagreed with Melissa’s desire for Jared, who was exhibiting behavioral problems, to be evaluated and medicated.

Roy said he went drinking and got drunk the night that he drove his patrol car into the house because he was upset that Melissa had refused him visitation of the children. Roy blamed his ex-wife for the loss of his job and felt his past employer had treated him unfairly. He told me that during his 10 years of employment, he had an exemplary work record, which should have been taken into consideration before he was fired. He felt like a suspension would have been more appropriate and fair. He expressed anger over having to attend this group and once again denied being abusive to his ex-wife.

Roy began attending the BIP a week after our intake meeting. The BIP is a program based on the Duluth Model, a 24-week educational program that focuses on abuse as a form of power and control and its origins in societal conditions. In keeping with the Duluth Model, the group is co-led by a male and female social worker to model appropriate gender interactions. The group provides education about power and control and feminist theory to understand why abuse occurs. The goal is to help the abusers recognize their behaviors and learn how their actions are negatively affecting those in their lives. In the group, Roy would complete the assignments and respond when spoken to, but he did not voluntarily contribute any information, and his homework assignments seemed to lack insight and were minimal.

At week 10, Roy was terminated from the program after we learned that he had violated the protective order and was arrested for driving under the influence. He had driven intoxicated to Melissa’s home and refused to leave the front door. Roy was sentenced to 3 months in jail and 1 year’s probation.

 

 

References (use 2 or more)

 

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

 

Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.

 

Wester, S. R., McDonough, T. A., White, M., Vogel, D. L., & Taylor, L. (2010). Using gender role conflict theory in counseling male-to-female transgender individuals. Journal Of Counseling & Development, 88(2), 214–219.
Retrieved from the Walden Library databases.

 

 

 

 

Discussion 2: The Benefits and Limitations of Antidepressant Medications

While antidepressants can be effective, clients might be hesitant to use them for a variety of reasons. Mental health professionals can anticipate some of these hesitations and be prepared to support a physician’s recommendation by providing the client with appropriate information, reasoning, and explanation in a way that is meaningful. However, mental health professionals must balance advocacy for continuing treatment when client hesitations and other considerations might warrant a reevaluation by the psychiatrist.

For this Discussion, consider the medications (even controversial medications) that a psychiatrist may prescribe for depression and their possible side effects. Select one particular antidepressant that evidence suggests is effective in treating depression and consider the benefits and limitations. Consider how a client being medically treated for depression might react to taking this medication and having potential negative side effects. How might you as a mental health professional support the recommendation of the medication despite its limitations?

 

·       Post a brief description of the antidepressant medication that you selected and explain its benefits and limitations (including neurobiological considerations).

 

·       Next, explain how you would support the psychiatrist’s recommendation to use the medication to a hesitant client despite its limitations.

 

References (use 2 or more)

 

Lichtblau, L. (2011). Psychopharmacology demystified. Clifton Park, NY: Delmar, Cengage Learning.

 

Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017). Handbook of clinical psychopharmacology for therapists (8th ed.). Oakland, CA: New Harbinger.

Use the DSM-5 to guide you through your understanding of the diagnostic criteria for mental disorders.

National Institute of Mental Health. (2008). Introduction: Mental health medications. Retrieved from http://www.nimh.nih.gov/health/publications/mental-health-medications/index.shtml

As you review this website, consider the variety of medications used for mental health treatment.

Spiegel, A. (2012, January 23). When it comes to depression, serotonin isn’t the whole story. [Blog post]. Retrieved from http://www.npr.org/blogs/health/2012/01/23/145525853/when-it-comes-to-depression-serotonin-isnt-the-whole-story

 

 

 

 

Discussion 3: The Role of Mental Health Professionals in the Initial Stages of Psychopharmacological Intervention

In the initial stages of psychopharmacological intervention, mental health professionals must be aware that complications or concerns can arise. Clients may experience negative side effects of the medication. They might forget or avoid taking the medication. The disorder may have been misdiagnosed and cause other issues. The client may have preexisting conditions that other medical professionals had not known when the diagnosis was made. The client could have had a comorbid condition that they did not disclose. In short, a number of very serious issues might manifest in the early stages of treatment requiring action on the part of the mental health professional.

For this Discussion, you will be placed into one of three groups by the Instructor.
Group C should initially post to the Depression Case Study for Marcus.For your initial post analyze the case, determine the psychopathology presented and describe the appropriate treatment methods for the client.

 

·       Post an explanation of the major symptoms that indicate depression and the medications that might be prescribed to treat these symptoms for the case study you selected.

 

·       Next, explain a mental health professional’s role in raising the client’s awareness of medication-related effects.

 

·       Then, explain two potential challenges that might impact the client in the initial stages of psychopharmacological intervention.

 

·       Finally, explain one strategy a mental health professional might use to address challenges that arise in the initial stages of treatment.

 

Depression Case Studies

Marcus

Marcus is a 31-year-old Caucasian law student. He feels “worn out, burned out, and busted.” He has no girlfriend or boyfriend, yet he has dated in the past. Although Marcus’s studies keep him occupied, he finds himself wondering if all of his efforts are worth the coming payoff. He will be taking the bar exam soon—he is fairly sure he will pass it.

Lately, Marcus has been “slipping back into some old patterns of thinking and acting.” In the past, he has battled major depressive disorder and believes that he may be becoming depressed again. Marcus quickly counts off his symptoms: sleep loss, weight loss, a sense that everything is devoid of joy or excitement, and so forth. His choice to come to counseling was precipitated by an increase in the frequency of using club drugs like ecstasy and cocaine “to have at least a little fun.” Marcus uses these now about once every 2 weeks. He notes that his last “bout” of depression happened around a time when he was using these substances frequently.

 

 

References (use 2 or more)

 

Lichtblau, L. (2011). Psychopharmacology demystified. Clifton Park, NY: Delmar, Cengage Learning.

 

Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017). Handbook of clinical psychopharmacology for therapists (8th ed.). Oakland, CA: New Harbinger.

Use the DSM-5 to guide you through your understanding of the diagnostic criteria for mental disorders.

National Institute of Mental Health. (2008). Introduction: Mental health medications. Retrieved from http://www.nimh.nih.gov/health/publications/mental-health-medications/index.shtml

As you review this website, consider the variety of medications used for mental health treatment.

Spiegel, A. (2012, January 23). When it comes to depression, serotonin isn’t the whole story. [Blog post]. Retrieved from http://www.npr.org/blogs/health/2012/01/23/145525853/when-it-comes-to-depression-serotonin-isnt-the-whole-story

 

Please note that responding to your peers is required by the classroom, which means a substantive post (150 words min.) and one that contains detail and thoroughness.

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Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Neukrug, E. S., & Fawcett, R. C. (2015) and/or Encyclopedia of Counseling (2017). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my and example by the professor on how to respond to get full points. Please respond to all 3 of my classmates separately. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 11/30/19 at 6pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note, that although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

THREE PEER RESPONSE POSTS should contain at least 150 words. No references are required for Peer Response posts. Please note that responding to your peers is required by the classroom, which means a substantive post (150 words min.) and one that contains detail and thoroughness. Also, please note that just merely answering the Main Discussion post with 2 references is not an automatic 100.

1. Classmate (S. Car)

Identify three clinical observations and interpretations you noticed about the woman.

The individual being observed appears to be of middle age and of middle class she is Caucasian and appears to be socially presentable. She seems to be concerned with her emotional state and discusses how she is feelings. Her emotions are emphasized with the use of body language in using her hands to express herself. She seems to be looking away in order to recall her memories and thoughts in order to express her emotional state. It is important to look for congruence in one’s body language and verbal communication (Allan & Barbara Pease 2006).  I would say the individuals body language is congruent with how she is feeling. She searches for the words to express how she is feeling but doesn’t really know what to say. She is really searching for empathy or what Car Jong would express as genuineness. She is in a denial about the nail and becomes very frustrated with her partners emphasis on the problem. She wants to avoid the problem and just be heard about how she feels she is not searching for a solution but for her partner to recognize her feelings and validate its ok to feel this way and to express and understanding of her emotional state. This video reflects two different perspectives on the same situation. Sometimes as counselors we must provide a caring environment and express empathy while the client may know what the problem is the individual’s perspective on the matter needs to be addressed before the problem is addressed. Observing this short video is beneficial in gathering information in order to make decisions regarding formal assessments. It also allows for behavior to be observed. According to Neukrug and Fawcett (2015) informal assessments “add to the total assessment process and thus increases our ability to better understand the whole person” (p.282).

References

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 12: Informal assessment: Observation, rating scales, classification methods, environmental assessment, records and personal documents, and performance-based assessment. In The essentials of testing and assessment: A practical guide to counselors, social workers, and psychologists (pp. 281-305). Stamford, CT: Cengage Learning.

Pease, Allan, and Babara Pease(2006). The Definitive Book of Body Language. New York: Bantam.

2. Classmate (J. Boo)

Observation allows for the helping professional to understand a client (Neukrug & Fawcett, 2015). By observing a client’s behaviors and words used can help with assessing the individual. You can assess the individual by observing the individual in different settings or their interactions with others such as a significant others.

Clinical Observations

In the video, “It’s Not About the Nail,” a woman is discussing her feelings with a man on a couch (Headley, 2013). The woman appears to be frustrated and sad about the “relentless” pressure she feels. She states she is scared about the pressure not stopping. In the beginning she is speaking softly and . As she is talking and expressing her feelings, her voice becomes a little shaky and her hands begin to move rapidly. As the man begins to mention the nail in her head, she appears to get upset. The volume of her voice and pitch increases as she appears to frustrated. She expresses to the man that he “always tries to fix” instead of listening. The man decides he is just going to listen and she appears calmer and happier after the man validates her feelings by smiling and touching his arm. She then embraces him.

Conclusion

As I observed the video, I reviewed the Feeling Word checklist. This checklist helps to identify a feelings that the client is experiencing (Neukrug & Fawcett, 2015). I also paid attention to the volume, tone, and pitch of her voice as she is speaking to get a sense of feelings as well. It is important to observe the client from different aspects before drawing conclusions.

References

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 1: History of Testing and Assessment. In The essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (pp. 3-20). Stamford, CT: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 12: Informal assessment: Observation, rating scales, classification methods, environmental assessment, records and personal documents, and performance-based assessment. In The essentials of testing and assessment: A practical guide to counselors, social workers, and psychologists (pp. 281-305). Stamford, CT: Cengage Learning.

Headley. J. (2013). It’s not about the nail [Video file]. Retrieved from http://jasonheadley.com/INATN.html

3. Classmate (A. Hob)

Intro

“In counseling, practitioners are often interested in human constructs such as emotions, career interests, personality factors, abilities, and aptitudes,” (Whiston, 2012). When utilizing assessment in counseling, this process is preformed to gather behavior as it relates to specific parts of one’s life. When counselors observe clients, they are assessing by collecting body language, facial expressions, and other observational details that explain emotion and other human behaviors.

It’s not about the nail-Observation

After observing the video, it’s not about the nail, recognizing the importance of body language, words, patterns of behavior, facial expressions, and even the tone of voice were all things that drove my observation. Observation can take many forms. Assessments of behaviors, being in the physical space of the client, and even through technology, such as video skype are just a few ways in which observation can occur. The woman in the video appeared to be in her mid-30s, dark brown hair, and brown eyes. She appeared frustrated as she explained herself with her hands, multiple eye rolls, and a stern facial expression. Her voice seemed to indicate throughout her conversation, that she was becoming impatient in terms of explaining herself over and over again. Her body language displayed anger as her shoulders and neck became tense. The male in the room appeared to be a trigger point for her with certain words that he used during conversation. Once he focused on her wants and changed his language, she relaxed her shoulders and her face brightened.

Conclusion

After fully observing this video, I was able to assess the client through behaviors, body language, words, and what helped my understanding come to the surface was having her trigger present; the male in the room. I think that as counselors, we have to utilize specific skills in order to observe and not fix our clients. Attentive skills are a part of these skills that are required. Being able to listen openly and without biases must also include the use of encouraging, paraphrasing, and reflection of feeling. Clients speak with more than just words. We have to be intentional about implementing and practicing particular skillsets so that the client feels heard and can lead themselves to their own solutions.

Reference:

Whiston, S. C. (2017). Principles and applications of assessment in counseling. Australia: Cengage Learning.

Required Resources

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 1: History of Testing and Assessment. In The essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (pp. 3-20). Stamford, CT: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 12: Informal assessment: Observation, rating scales, classification methods, environmental assessment, records and personal documents, and performance-based assessment. In The essentials of testing and assessment: A practical guide to counselors, social workers, and psychologists (pp. 281-305). Stamford, CT: Cengage Learning.

Home

Required Media

Headley, J. (2013). It’s not about the nail [Video file]. Retrieved from http://jasonheadley.com/INATN.html

Laureate Education (Producer). (2013). History of psychological assessment [Interactive media file]. Retrieved from CDN database.

what are the null and alternative hypotheses? Is this a one- or two tailed hypothesis test?

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In addition to solving the problems, write a 3 – 5 page APA formatted paper explaining the process that lead to the resolution.

 

* Calculators may be used to check answers where calculators are part of assignments but you must show your work and not just state the answers.

 

Chapter 6 exercises

 

4.  In a study on caffeine and stress, college students indicated how many cups of coffee they drink per day and their stress level on a scale of 1 to 10. The data are provided in the following table.

 

Number of cups of coffee            stress level

 

3                                                          5

 

2                                                          3

 

4                                                          3

 

6                                                          9

 

5                                                          4

 

1                                                          2

 

7                                                          10

 

3                                                          5

 

2                                                          3

 

4                                                          8

 

Calculate a pearson’s r to determine the type and strength of the relationship between caffeine and stress level. How much of the variability in stress scores is accounted for by the number of cups of coffee consumed per day?

 

6. Assuming that the regression equation for relationship between IQ score and psychology exam score is Y’ = 9 + 0. 274, what would you expect the psychology exam score to be for the following individuals given their IQ exam scores?

 

Individual            IQ SCORE (X)      Psychology Exam Score (Y)

 

Tim                       118

 

Tom                      98

 

Tina                      107

 

Tory                      103

 

Chapter 7 Exercises

 

8. The admissions counselors at Brainy University believe that the freshman class they have just recruited is the brightest yet. If they want to test this belief (that the freshmen are brighter than the other classes), what are the null and alternative hypotheses? Is this a one- or two tailed hypothesis test?

 

10. A researcher believes that family size has increased in the past decade in comparison to the previous decade- that is, people are now having more children than they were before. What are the null and alternative hypotheses in a study designed to assess this? Is this a one- or two-tailed hypothesis test?

 

12. Assume that each of the following conclusions represents an error in hypothesis testing. Indicate whether each of the statements is a type I or a type II error.

 

a. based on the date, the null hypothesis is rejected.

 

b. there is no significant difference in quality of care between nurses who work 8 and 12hour shifts.

 

c. there is a significant difference between right and left handers in their ability to perform a spatial task.

 

d. the researcher fails to reject the null hypothesis based on these data.

What is one psychological concept that you have learned in this class that was most helpful to you? How will you use this concept to succeed in your personal or professional life?

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Assignment: Reflection Journal

Overview

image of 10 skills

Since you started PSY101, Smarter Decisions through Psychology, you have had the opportunity to learn about fascinating topics, including the brain and nervous system, emotions, motivation, and stress management. As you learned the psychological concepts and principles covered in this course, you’ve gained insight into what influences decision making and how you can apply what you’ve learned to make better decisions in your own life and career. Through your study of psychology, you’ve also started honing two essential employability skills:

Problem solving to identify and frame problems, explore ideas, and create effective, ethical, and evidence-based solutions based on psychological concepts and principles.

Self and social awareness to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to receive feedback, reflect, and guide one’s thinking.

Questions

In this journal, you will share your reflections on your time in PSY101 by answering the questions below. For each of the questions, write a paragraph-length response (5-7 sentences).

1. As a result of this class, how will you immediately apply your problem solving skill at home or work?

2. As a result of this class, how have you grown in terms of your own self & social awareness skill?

3. Of all of the Strayer videos, which one was most relevant for you? Why?

4. What is one psychological concept that you have learned in this class that was most helpful to you? How will you use this concept to succeed in your personal or professional life?

Instructions

Use the Reflection Journal Template to record your responses. For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. Once you have completed your work, save the file and upload it to the assignment submission area.

Strayer University Writing Standards Note: Review the Strayer University Writing Standards. These are provided as a brief set of user-friendly guidelines that make it easier for you to learn the behaviors of appropriate writing (i.e., clear, professional, and ethical writing). This is meant to support the use of the template provided.