What considerations favor retaining the client in treatment and under what conditions should treatment continue?

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A 42-year-old homeless man, Wan DeRer, with a long history of severe alcohol dependency is being treated at a drug abuse treatment program. His family history reveals that he and his siblings were severely neglected and punished physically and emotionally as children. Both parents passed away long ago. When family issues are raised during individual counseling sessions, he shrugs them off and avoids commenting on the issues raised.
At one time, the client was a highly paid welder and isvery proud of his craft. He still gets occasional jobs through his union hall because of his skills and often gets quickly promoted and given more responsibility. After a couple of months on the job, he goes off on another bender of drinking.
He has been coming to the treatment program for several months and sometimes remains sober for several weeks. Despite the program’s best efforts, he continues to relapse. It is not unusual for him to come to group under the influence. On most occasions, he simply smells of alcohol and engages in limited dialogue. At other times, he is severely drunk and comes to treatment activities tearful, repentant, and pleading for help. The clinical staff sets limits and allows him to attend group only when he is sober and able to take part in the process.
Last month, the client was twice found passed out in the alley next to the treatment center. Police and the Emergency Medical Team took him to the county hospital on these occasions. For several months, the clinical staff tried, unsuccessfully, to get the client into an inpatient residential program, or inpatient hospital detoxification program. He either refuses to go because “he has to maintain his standing at the Union hall to pay for his tools in storage” or he does not show up for the appointments made for him at the programs.
He has been a frustrating client to work with. First, he agrees to go into a detoxification, residential or hospital program and then he ducks out at the lastminute with a lame excuse for why it would not work for him.
The only positive is his connection to the program.Despite numerous, relapseshe continues to come back asking for help.

Reflections in Preparation for Case Studies
The above Case Study presents a disruptive, chronic relapsing client who challenges the compassion of program staff. Before responding to the assessment questions below, review the How to Approach a Case Study and Case Study Instructions and Templatedocuments for detailed instructions pertaining to the assignment.
Identify the following information in your review of the above case study.
• What evidence, if any, is there that the client in this case study has alcohol dependency?
• Did this client’s family and social history contribute to the development of his alcohol use disorder?
• Consider the impact that the chronic relapsing behavior is having on both staff and other clients in the program. Would there be valid cause to discharge the client from treatment?
• What considerations favor retaining the client in treatment and under what conditions should treatment continue?
• Prioritize the clinical interventions that need to occur with this client.

Diagnostic Case Reports

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Assignment 2: Diagnostic Case Reports
Click here to go to the Faces of Abnormal Psychology website. There, you will see twelve different disorders listed. For this module, view the following disorders:
• Borderline Personality Disorder
• Substance Use
After clicking a disorder, click the Diagnostic Overview tab in the left column. This will cover the major diagnostic features of the disorder. After that, click the DSM-5 Features tab. You can then go though the Case History, Interview, and Treatment sections on the website. Finally, in the Assessment section, you can complete an optional multiple-choice quiz. You have to write a case report for each case study. You should use the format provided on the web page. There is a sample report that you can also view by clicking the link in the upper-right corner.
The format for the sample report is as follows:
Your Name
Instructor’s Name
Class/Section Number
Background
• Outline the major symptoms of this disorder.
• Briefly outline the client’s background (age, race, occupations, etc.).
• Describe any factors in the client’s background that might predispose him or her to this disorder.
Observations
• Describe any symptoms that you have observed that support the diagnosis. You can include direct quotes or behaviors that you may have observed.
• Describe any symptoms or behaviors that are inconsistent with the diagnosis.
• Provide any information that you have about the development of this disorder.
Diagnosis
• Did you observe any evidence of general medical conditions that might contribute to the development of this disorder?
• Did you observe any evidence of psychosocial and environmental problems that might contribute to this disorder?
• As per your observations, what is the client’s overall level of safety regarding the potential harm to self or others (suicidality or homicidality)?
• What cross-cultural issues, if any, affect the differential diagnosis?
Therapeutic Intervention
• In your opinion, what are the appropriate short-term goals of this intervention?
• In your opinion, what are the appropriate long-term goals of this intervention?
• Which therapeutic strategy seems the most appropriate in this case? Why?
• Which therapeutic modality seems the most appropriate in this case? Why?
Writing
• Write in a clear, concise, and organized manner; demonstrate ethical scholarship in the accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation. Include citations in the text and references at the end of the document in APA format.
Submission Details:
• By Wednesday, March 22, 2017, save your report as M2_A2_Lastname_Firstname.doc and submit it to the M2 Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Described the major symptoms of each disorder, outlined each person’s background, and described any factors in the person’s background that might predispose him or her to their disorder.
20
Described any symptoms that were observed that support each diagnosis and any symptoms or behaviors that are inconsistent with each diagnosis and provided relevant information from the case history about the development of each disorder.
20
Described any evidence of psychosocial or medical issues that might have contributed to each disorder, identified any safety concerns regarding suicidality or homicidality, and discussed any cross-cultural issues affecting the differential diagnosis.
20
Discussed appropriate short-term and long-term goals of each intervention, discussed the most appropriate therapeutic strategy and therapeutic modality for each case, and presented appropriate reasoning for your selection.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.
20

Detail what the scientific literature states with regard to the use of coercion in interrogations.

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The American Psychological Association (APA), the American Psychiatric Association, and the American Medical Association all oppose the use of coercion in interrogation. These organizations strictly prohibit their members from participating in interrogations in which coercion is used. These organizations claim that coercion is unethical.
The resolution of the APA (2008) on coercion in interrogation includes the following statement:
BE IT RESOLVED that the American Psychological Association affirms that there are no exceptional circumstances whatsoever, whether induced by a state of war or threat of war, internal political instability or any other public emergency, that may be invoked as a justification for torture or cruel, inhuman, or degrading treatment or punishment, including the invocation of laws, regulations, or orders. (para. 7)
Publicly revealed Central Intelligence Agency (CIA) transcripts and interviews with CIA employees detail that harsh methods were used to develop information from suspected terrorists. Use the key words “John Kiriakou interview with Brian Ross” on a search engine to read a CIA officer’s revelation on the methods used to develop information from a suspected terrorist.
A potential logical conclusion about the treatment of detained combatants is that coercion works and, because it works so well, it can be justified under some exceptional circumstances.
Reference:
American Psychological Association. (2008). Chapter III. Ethics: Reaffirmation of the American Psychological Association position against torture and other cruel, inhuman, or degrading treatment or punishment and its application to individuals defined in the United States Code as “enemy combatants” (amended 2007 position). Retrieved from http://www.apa.org/about/policy/chapter-3.aspx
Tasks:
Create a 2- to 3-page paper addressing the following:
Detail what the scientific literature states with regard to the use of coercion in interrogations. Include an unbiased evaluation of the use of coercion and when it may or may not be justified.

In an initial post of at least 250-300 words, explain how ideas, ideals, norms, or laws shaped concepts of gender, affecting the lives of men and women in profound ways.

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In an initial post of at least 250-300 words, explain how ideas, ideals, norms, or laws shaped concepts of gender, affecting the lives of men and women in profound ways. Using Chapter 4 as your launch point for general concepts, use your chosen reading to illustrate one of the following points with reference to a specific historical context. Remember to cite specific examples from the required reading and your chosen scholarly source in your response to one of the following points: What was the relationship between ideal and practice? Did women’s (and men’s) daily activities correspond to the purposes and principles found in law codes, religious ideology, conduct manuals, medical writings, fiction, philosophical works, or other types of normative or prescriptive sources? What is the larger significance of correspondence with or divergence from gender norms or gender hierarchies? How did ideas about gender intersect with ideas about class or race? Were gender identities, roles, or expectations constant across class or racial lines? Were hierarchies based on race or class easier to overcome than those based on gender? Why or why not? With what larger significance? To what degree were culturally defined dichotomies based on binary categories such as male/female, purity/impurity, nature/culture, public/private, or order/disorder sharply divided? What was the function or impact of such oppositional categories? How did they relate to other social or cultural norms? How did ideas about motherhood or fatherhood intersect with political agendas or regimes? How did definitions of motherhood or fatherhood become tied to political rhetoric, either in service to or in protest against the state?0