Molitor 1  Peter Molitor  Scott Cheney  ENGL 1301  8 February 2015  This Flush: Simplicity, Death, and Wet Pants  This "flush.”   This one in my hand is just like the others.  A 10cc luer lock­ tipped syringe pre  filled with 0.9% sodium chloride, otherwise known as “normal saline.”  It’s intended  purpose is to “flush” or clean out the blood from an IV extension tubing.  It’s also  commonly used to “flush” or push through medicine just administered to ensure  complete delivery.  However, this one is peculiar.  This “flush” has an different purpose.  This one in my hand has a uniquely important mission.  These flushes are normally  used in situations exactly like what we just went through.  Dallas Fire and Rescue called when they were five minutes out.  “CPR in  progress,” was the only report we received.  Heeding as best as we could, we gathered  the crash cart, the personnel, the EKG, and IV equipment.  Everyone knew their role  and responsibility for the cardiac resuscitation.  Upon the patient’s arrival, I actually was  not in charge of the meds or flushes initially.  My palms felt the sickening crack of ribs  snapping off the sternum as I compressed the patient’s xiphoid process, or the bottom  part of the sternum.  Keeping a pace of around 120 compressions per minute, I pumped  this poor soul’s chest before alternating every two minutes with another paramedic,  desperately hoping that her heart would get the memo and begin spontaneous  Molitor 1  circulation.  The doctor ordered epinephrine.  Our charge nurse drew up the medication,  connected the syringe to the IV tubing, pushed in the epinephrine, and flushed it  through.  CPR continued.  Epinephrine doses followed by flushes were repeated every  3­5 minutes.  After twenty minutes of strong, exhausting, determined team work, the  doctor regrettably called the patient’s time of death.  The floor in the trauma room was a graveyard for used equipment.  Boxes once  containing medication vials, empty syringes, torn wrappers from said syringes, and  many other articles of trash were scattered across the floor.  A combined fifteen  cables/lines from four different instruments were woven through one another connecting  to the patient.  The counters were clustered with several extra epinephrine doses and  spare flushes.  The mess in the room was practically a direct illustration of the sense of  failure we were all feeling after our patient died.    Things around the Emergency Department became morose.  A great quiet  consumed the air previously filled with coworkers helping one another and conversing  about weekend plans.  I felt it too.  “We did everything right.  Why couldn’t we get her  back,” I questioned myself as I began straightening up.  I pondered protocols and what  we could have done differently while I swept up the trash off the floor.  I placed extra  medications back in the crash cart and an extra flush in my pocket so I could grab more ...

1. Molitor 1
Peter Molitor
Scott Cheney
ENGL 1301
8 February 2015
This Flush: Simplicity, Death, and Wet Pants
This "flush.”
This one in my hand is just like the others. A 10cc luer lock- ti
pped syringe pre
filled with 0.9% sodium chloride, otherwise known as “normal s
aline.” It’s intended
purpose is to “flush” or clean out the blood from an IV extensio
n tubing. It’s also
commonly used to “flush” or push through medicine just admini
stered to ensure
complete delivery. However, this one is peculiar. This “flush”
has an different purpose.
This one in my hand has a uniquely important mission. These fl
ushes are normally

2. used in situations exactly like what we just went through.
Dallas Fire and Rescue called when they were five minutes out.
“CPR in
progress,” was the only report we received. Heeding as best as
we could, we gathered
the crash cart, the personnel, the EKG, and IV equipment. Ever
yone knew their role
and responsibility for the cardiac resuscitation. Upon the patien
t’s arrival, I actually was
not in charge of the meds or flushes initially. My palms felt the
sickening crack of ribs
snapping off the sternum as I compressed the patient’s xiphoid
process, or the bottom
part of the sternum. Keeping a pace of around 120 compression
s per minute, I pumped
this poor soul’s chest before alternating every two minutes with
another paramedic,
desperately hoping that her heart would get the memo and begin
spontaneous
Molitor 1
circulation. The doctor ordered epinephrine. Our charge nurse
drew up the medication,

3. connected the syringe to the IV tubing, pushed in the epinephrin
e, and flushed it
through. CPR continued. Epinephrine doses followed by flushe
s were repeated every
3-5 minutes. After twenty minutes of strong, exhausting, deter
mined team work, the
doctor regrettably called the patient’s time of death.
The floor in the trauma room was a graveyard for used equipme
nt. Boxes once
containing medication vials, empty syringes, torn wrappers from
said syringes, and
many other articles of trash were scattered across the floor. A c
ombined fifteen
cables/lines from four different instruments were woven through
one another connecting
to the patient. The counters were clustered with several extra e
pinephrine doses and
spare flushes. The mess in the room was practically a direct illu
stration of the sense of
failure we were all feeling after our patient died.
Things around the Emergency Department became morose. A gr
eat quiet
consumed the air previously filled with coworkers helping one a
nother and conversing

4. about weekend plans. I felt it too. “We did everything right.
Why couldn’t we get her
back,” I questioned myself as I began straightening up. I ponde
red protocols and what
we could have done differently while I swept up the trash off th
e floor. I placed extra
medications back in the crash cart and an extra flush in my pock
et so I could grab more
items to put away.
When I came to a stopping point, I stepped out of the room and
walked over to
the nurse’s station. The charge nurse was charting while other
nurses were standing
around defeated as if their tail were between their legs. One par
amedic, the guy I
Molitor 1
alternated doing compressions with, voiced quite a bit of frustra
tion. “That Dallas team
must’ve screwed something up on the way here. You never real
ly know what happens
in the back of an ambulance. They probably dragged their feet
getting the transport

5. going!”
This flush, which had been biding its time in my pocket, found i
ts way into my
hand. I discreetly removed the plastic wrap, and unscrewed the
cap. Taking careful
aim at Mr. Negativity’s rear, I squeezed the syringe, swiftly spr
aying the saline.
Suddenly, the negative paramedic had wet pants, and in turn, ev
eryone else had a
good, loud laugh. My victim spun around surprised, “WHAT W
AS THAT?!”
“This flush,” I answered nonchalantly.
Laughter carried on as the paramedic ran to restroom to dry his
pants the best he
could, and I realized suddenly that this little flush, this little pla
stic syringe filled with
medicinal saltwater (essentially), had the power to turn the tide.
Our night could have
remained in sadness, but because of this flush, we all had somet
hing to laugh about.
Humor can be a way of coping with difficulties and dark times.
It can be a defense
mechanism. It can be an icebreaker. In my opinion, most impor

6. tantly, humor can
unwillingly motivate us to endure and unknowingly enjoy those
around us.
Discussion 6000 week 9
1. Discussion - Week 9
Top of Form
Discussion: Group Facilitation
Consider how a conversation between two people changes when
the circle expands to include five or six. Social workers must
address those changing dynamics when moving between practice
with individuals and practice with groups.
For this Assignment, consider potential characteristics of a good
group facilitator. Think about which seem particularly
accessible or challenging.
Post by Day 4 a description of at least four characteristics you
identified. Explain which of these characteristics represent your
strengths and why. Explain which characteristics you might
need to develop further.
2.
Bottom of Form
A. Posted dis. By students 6000 week 9
Respond by Day 6 to at least two colleagues by offering
suggestions for steps he or she might take to develop in
identified areas.

7. RE: Discussion - Week 9
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Top of Form
A good group facilitator will encourage group cohesion,
allowing the group to work together and coordinate and
cooperate with one another (Case & Maner, 2014). A cohesive
group will be more committed to group goals and have
increased interpersonal trust (Case & Maner, 2014). A good
group facilitator will be comfortable with resolving conflicts
among group members. Similarly, the social worker may have to
confront a group member when something contrary is said or
implied (Kirst-Ashman & Hull, 2015). Finally, a good group
facilitator will provide the group with structure, specifically
“[structuring] time, ensuring that topics or activities to be
covered are known to all” (Kirst-Ashman & Hull, 2015, p.
124). Crews and Melnick (1976) determined that groups that
have initial structure will begin to self-disclose faster than
groups that lack structure.
I expect that I will more easily be able to encourage group
cohesion and provide structure. I am able to display warmth,
genuineness, and empathy and I am an organized person. I do
not like confrontation, so I expect to have more difficulty in
resolving conflicts or confronting group members. I appreciate
Kirst-Ashman and Hull’s (2015) advice to use “I” statements
when confronting a group member. Another example is: “’Is
anyone else bothered by Mike’s assertion that he is going
straight, after saying that he was arrested again last night?’ This
approach places responsibility for confronting Mike on the
group instead of the worker, underscoring an important
principle in treatment groups” (Kirst-Ashman & Hull, 2015, p.
123).

8. Case, C.R. & Maner, J.K. (2014). Divide and conquer: When
and why leaders undermine the cohesive fabric of their group.
Journal of Personality and Social Psychology, 107(6), 1033-
1050. doi:
http://dx.doi.org.ezp.waldenulibrary.org/10.1037/a0038201
Crews, C.Y. & Melnick, J. (1976). Use of initial and delayed
structure in facilitating group development. Journal of
Counseling Psychology, 23(2), 92-98.
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2015). Understanding
generalist practice (7th ed.). Stamford, CT: Cengage Learning
. 2.Said Ali RE: Discussion - Week 9
Top of Form
Group Facilitation
Group facilitators play a significant role. First, a competent
group facilitator should know the behaviors of the group. It is
important to know how people behave in a group as well as
knowing some of the significant things that people can do in
groups. With this regards, good facilitators usually improve
their skills by reading more about group behaviors to enrich
their knowledge.
Different people have different behaviors and personalities. In a
group setting, it is possible to have people who are ‘know it all’
characters, the silencers, those with superior traits, and others
who are shy. Therefore, a good facilitator should be able to
control everyone’s personal view so as to allow equal
opportunities to each group member. This way, a group
facilitator controls others from endorsing their personal

9. opinions over the ideas of the group.
Being a group leader, the facilitator may face criticism in
different ways. Huss, Einat & Ester (2012) notes that the
facilitator is in a position whereby he/she is the recipient of the
anger, emotions and feelings of the group member. Sometimes
conflicts arise which requires the wisdom of the group
facilitator to bring things to normal. Therefore, a facilitator
should be comfortable to handle the group members’ emotions,
withstand tension, and learn to take criticism positively.
As explained by Huss, Einat & Ester (2012), a facilitator should
treat group members with respect at all times. Mutual respect is
what keeps the group going. Everyone in the group should aim
at achieving a common goal by the end of the day. This
demands treating each other with mutual respect and valuing
everyone’s personality.
My strength is in handling group the members’ emotions as well
as handling tension in the group. There are several causes of
tension in a group setting. Therefore, remaining calm and
listening to everyone’s thought will help me understand the
situation well and calm it down. Another strength that I possess
as a group facilitator is the ability to moderate the group
members’ opinions. I can easily identify silent members and
encourage them to participate and moderate the opinions of
those who speak much. However, my weakness is in handling
criticism. Sometimes it might be hard to respond to those
members who try to belittle me as the group facilitator. But as a
professional, I will learn to accommodate every member in the
group for the purpose of cohesion and leading the group
members towards achieving the goals of the group.
Reference
Huss, E., Einat, E., & Ester, M. (2012). Art in group as an

10. anchor for integrating the micro and macro levels of
intervention with incest survivors. Clinical Social Work
Journal, 40.
3. Posted Discussion 6101 week 9
Respond by Day 5 to at least two colleagues by suggesting an
alternate evaluation scale and explain why that scale might be
appropriate, given the case study your colleague selected.
Discussion 1 Posted by students - Week 9
Anne Solari
RE: Discussion 1 - Week 9
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Top of Form
In the case of Abdel, I would use the Program Outcome
Analysis. Abdel took part in a war trauma program as a result of
his imprisonment . I feel at this point it is good to analyze the
results of participating in that program (Plummer,
2014). Because analyzing the outcomes of a program is
designed to tell if the program worked and was cost effective
(Kirst, 2012).
Using the outcomes Planning, Monitoring and Evaluating,
which was designed as an evidence-based practice to be used in
clinical or educational settings, can be a good way to get an
authentic study. It is seen as an excellent resource to evaluating
a program in an authenic, flexible, and economic way (Stoiber,
2002).
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding
generalist practice (6th ed.). Stamford,
CT: Cengage Learning. Chapter 8, pg 308.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.).

11. (2014). Social work case studies: Foundation year.Baltimore,
MD: Laureate International Universities Publishing. [Vital
Source e-reader]. Working with Immigrants and Refugees: The
Case of Abdel
Stoiber, K. C., Kratochawill, T. R., 2002. Outcome: planning,
monitoring and evaluating. Mental Measurements Yearbook -
Year 5. Pearson. 15.
Bottom of Form
Christina Burns
RE: Discussion 1 - Week 9
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Top of Form
As social workers, it is imperative that we are reflective on our
work with our clients. We need to know that the interventions
we put in place are effective. This knowledge must come from
an objective place stemming from some type of evidence. That
is why the evaluation step of GIM is so important. According to
Kirst-Ashman & Hull, " at the macro level of practice,
evaluation is designed to help us determine to what extent our
work with a specific client was successful" (2012, p. 290). In
the case of Pedro, a HIV postive man who is a former addict,
coping with his disease as well as his lifestyle, and grief due to
loss of loved ones, looking from the micro lens is appropriate
(Plummer, Makris, & Brocksen, 2014).
There are various scales that could be used to evaluate whether
or not the social worker was truly serving as a benefit to Pedro.
One scale that could be used would be the single subject design.
This design simply tracks the progress of attaining a certain
goal (Zastrow & Kirst-Ashman, 2012). For example, Pedro had

12. a goal of obtaining health care by navigating the system. This
goal would be charted and tracked on the scale using this
particular model. It is important that we as social workers are
knowledgeable about the various types of ways to evaluate a
client's growth so that we know if we are doing our job
correctly and more importantly the client is being successful.
Kirst-Ashman, K. K., & Hull, G., Jr. (2012). Understanding
generalist practice (6th ed). Stamford, CT: Cengage Learning
Plumer, S.-B., Makris, S., & Brocksen, S.M. (Eds.). (2014).
Social work case studies: Foundation year. Baltimore, MD.
Laureate International Universities Publishing. [Vital source e-
reader]
@Bottom of Form
Discussion2 Posted by students
Respond by Day 6 to at least two colleagues by sharing an
alternate suggestion for dealing with the negative feelings that
can occur with terminating client relationships.
Syreeta Hill
RE: Discussion 2 - Week 9
Top of Form
Termination is the end of the professional social worker–client
relationship (p. 315). Many emotions arise when termination is
put on the table. Two positive feelings for clients are feeling
successful that you completed a task and encouraged to want to
do better. As for the worker you get a sense of pride that you
were able to get your client to where they needed to be to
function without you. Clients respond to the worker’s leaving
with regression, acting out, avoidance, protest, and refusal to

13. discuss transfer to another worker ( Siebold, C., 2007).
Workers for their part feel guilty, ambivalent, relieved, and
prone to boundary violations ( Siebold, C., 2007). When I left
my last employer at the department of social services I informed
a client of mine of my last day. Surprising to me she did not
react the way expected. A week later her behaviors became
unusual and the therapist stated it was because I was leaving. I
had been in her life since she came into foster care three years
ago. Ways she has been dealing with my absence is going to
therapy on a weekly basis. When I last met with this child I
empowered her. I told her how well she had done and
encouraged her to continue to do well so she could find her
forever family. As for me, of course I was sad to leave but I
know as a professional this is my job.
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding
Generalist Practice (6th ed.). Stamford, CT: Cengage Learning.
Siebold, C. (2007). Everytime we say goodbye: Forced
termination revisited, a commentary. Clinical Social Work
Journal, 35(2), 91–95.
Bottom of Form
Anne Solari
RE: Discussion 2 - Week 9
Collapse
Top of Form
The client may protest, or act out when termination of services
is done in an abrupt manner. The social worker may feel guilty
or ambivelent. (Siebold, 2007) On the other hand the client and

14. the social worker may feel relieved, or accomplished that things
are settling. It depends on the circumstances and the progress
the team has made. I also believe it relies heavily on how it was
done and presented to the client. Sometimes it can help the
client understand they can withstand so much more than they
thought they could (Siebold, 2007).
The skill I would use is to focus on the positives of what has
been accomplished and how far we have come. Look to their
positives in their lives as well as in the work.
Siebold, C. (2007). Everytime we say goodbye: Forced
termination revisited, a commentary. Clinical Social Work
Journal, 35(2), 91–9
Bottom of Form
[Your Last Name] 1
[Your Name Here]
Scott Cheney
ENGL 1301
8 September 2016
Learning and the Mundane: A Narrative [Delete and add
creative title]
In 2013, Professor Ian Bogost wrote an article for the Atlantic
called “The McRib:

15. Enjoy Your Symptom.” In the article he describes the sandwich
as “perverse” and ends
by saying “The purpose of the McRib is to make the McNugget
seem normal.” Bogost
believes that objects not only hold meaning but also that they
help explain human desire
and development. (In fact, the article he wrote was two
thousand words long!) For this
paper, you will be forced to think about an everyday object or
game that has somehow
affected your life and learning. Choose an object or game that
informs (or has informed)
your learning in some way. The object should be truly mundane:
a rubber band, a
garbage bag, a cardboard box, an eraser. The game can be
simple (hopscotch or Uno)
or complex (Call of Duty or Settlers of Catan). Introduce your
reader to the object and
your experience with it in narrative form; don’t write abstractly
about all erasers or how
everyone loves Old Maid. Instead, write a story (a narrative is
just that—a story!) about
the object or game and how it affected your learning. Use
specific details to describe

16. your experiences so your reader can experience them
imaginatively.
Please write 2 pages (or 600) in MLA format (Times or Arial
font size 12 only).
We will workshop this paper in Turnitin, which will constitute a
lab grade. You must have
a draft to participate in the peer reviews; if you don’t, you will
receive a zero for that
lab. Please upload your rough draft to Turnitin.com by 11:59
p.m. on the appropriate
[Your Last Name] 2
day (see Course Calendar). The final paper will be uploaded to
Turnitin by 11:59 p.m.
on the appropriate day (see Course Calendar).