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CH 10 Part 1.docx Figure 10-1 Systems development life cycle with logical design phase highlighted __MACOSX/._CH 10 Part 1.docx Chapter 13: Case Conceptualization Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Mapping the Territory (Step 1) Master the art of viewing. Necessary to develop a good map. Refers to knowing where to focus your attention while you are listening. A skill that is continually developed and refined throughout one’s career. Case conceptualization Technical term for the therapeutic art of viewing. Sometimes called assessment. Enables therapists to generate new perspectives, which enable them to be helpful to clients. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Overview of Case Conceptualization Components of a systemic case conceptualization: Introduction to client Presenting concern Background information Client/family strengths and diversity Family structure Interactional pattern Intergenerational and attachment patterns Solution -based assessment Postmodern and cultural discourse conceptualization Client perspectives Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Introduction to Client Identifying who the client is. Individual Couple Family Identifying most salient demographic features that relate to treatment: Age Ethnicity Gender Sexual orientation/HIV status Current occupation (work status/grade in school) Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Presenting Concern How all parties involved are defining the problem. Collaborative therapy Each person involved has a different definition of the problem. Allows therapist to remain adaptable and creative. Honor each person’s perspective and refer to it throughout treatment. Should include: Reason each client states he/she is in counseling or why referred. Information from referring agent and their description of problem. A brief history of the problem and family. Descriptions of attempted solutions and outcomes. Any other relevant problem related information. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Background Information Traditionally included is: History of trauma and abuse Substance use and abuse Precipitating events Related historical background Recommended that this information be written in a positive and hopeful light. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Strengths and Diversity Resources Should be the fir ...
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Reflect on the most important things you learned from Accounting E.docx
Reflect on the most important things you learned from Accounting Ethics class. What will you be able to take away and apply from the class and in your portfolio project to both your personal and professional life? Provide at least 3-5 examples of how this course has changed your perspective of ethical standards.
Required:
Half to one page only with at least 2 references
Chapter 7: Intergenerational and Psychoanalytic Family Therapies
“Bowen theory is really not about families per se, but about life.”—Friedman, 1991, p. 134
1
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Lay of the Land
Intergenerational therapy and psychoanalytic family therapy
Share common roots:
Psychoanalytic theory and systemic theory
Draw from object relations theory and developed several unique approaches:
Object relations family therapy, family-of-origin therapy and contextual therapy
Share several key concepts and practices:
Examine client’s early relationships.
Tracing transgenerational family dynamics.
Promoting insight into extended family dynamics.
Identifying/altering destructive beliefs and behaviors learned early in life.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Bowen Intergenerational Therapy
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
In a Nutshell: The Least You Need to Know
More about nature of being human than about families or family therapy.
Broad perspective considering evolution of human species and characteristics of all living systems.
Consider three-generational emotional process to understand current symptoms.
Therapy involves increasing clients’ awareness of how current behavior is connected to multigenerational processes.
Primary tool for client change is therapist’s personal level of differentiation.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
The Juice: Significant Contributions to the Field
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Juice #1: Differentiation
Differentiation
Person’s ability to separate intrapersonal and interpersonal distress.
Intrapersonal: Separate thoughts from feelings in order to respond rather than react.
Interpersonal: Know where oneself ends and another begins without loss of self.
Balance two forces: need for togetherness and the need for autonomy.
Conceptualized on a continuum.
A lifelong journey; referred to as “maturity.”
Differentiated people better able to handle ups and downs of increasing intimacy.
Level of differentiation expressed differently depending on culture, gend ...
Chapter 3 Philosophical Foundations of Family Therapy Theories.docx
Chapter 3: Philosophical Foundations of Family Therapy Theories
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Lay of the Land
Two closely related philosophical traditions inform family therapy approaches:
Systems theory
Social constructivism
Traditional theories draw more on systemic theory.
More recent theories draw from social constructionist.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Systemic Foundations
The Macy Conferences (1940s):
A group of scholars and researchers met to discuss how groups of things operate to form a “system.”
Several “systems” theories developed from these meetings.
Early family therapies integrated these systems concepts.
Systems Theories
A unique philosophical view of human behavior.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Foundational Systemic Thinkers
Some of the contributors to systemic theory:
Gregory Bateson
Heinz von Foerster
Milton Erickson
Bradford Keeney
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Systemic Assumptions
General Systems Theory
Systems operate using the same basic principles.
Cybernetic Systems Theory
Closely related, but more focused on social systems.
Most influence on family therapy.
They are self-correcting, moving towards dynamic homeostasis.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Homeostasis and Self-Correction
Homeostasis in families refers to the unique set of behavioral, emotional, and interactional norms that create stability for the family or other social group.
Not static but dynamic.
The key to maintaining stability is the ability to self-correct, which requires feedback.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Negative and Positive Feedback
Negative feedback
No new information, system remains the same – homeostasis.
Positive feedback
Yes, new information is coming in, system is changing.
In most systems, response to positive feedback is return to homeostasis.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Change and Communication
First- and second-order change:
Second-order change: change after positive feedback.
First-order change: system returns to previous homeostasis after positive feedback.
Concept is helpful when working with complex family dynamics
“One Cannot Not Communicate”
All behavior is a form of commun ...
Chapter 8 Cognitive-Behavioral and Mindfulness-Based Couple .docx
Chapter 8:
Cognitive-Behavioral and Mindfulness-Based Couple
and Family Therapies
“The key thread that binds these diverse perspectives [behavioral therapies] is a demand for continual empirical challenge. Every strategy, and every case, is subjected to empirical scrutiny that aims to define the specific therapeutic ingredients that facilitate the achievement of the specific benefits desired by the family. In other words, every family presents a new experiment with the potential to advance therapeutic frontiers.” — Falloon, 1991
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Lay of the Land
Types of therapies
Behavioral family therapy: Focuses on parent training.
Cognitive-behavioral family therapy: Integrate cognitive elements into therapy with couples and families.
Integrative behavioral couples therapy: Enhanced version of behavioral couples therapy; humanistic component added in an attempt to improve long-term outcomes.
Gottman method couples therapy: Scientifically-based approach to couples therapy based on Gottman’s 30 years of research on key differences between happy/unhappy marriages.
Functional family therapy: Treatment for working with troubled teens and their families.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Behavioral and Cognitive-Behavioral Family Therapies
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
In a Nutshell: The Least You Need to Know
Cognitive-behavioral therapies (CBTs)
Roots in behaviorism, the premises of which are still widely used with phobias, anxiety, and parenting.
Until 1980s, most family CBT were primarily behavioral: behavioral family therapy and behavioral couples therapy.
Recently, approaches that more directly incorporate cognitive components have developed: cognitive-behavioral family therapy and Gottman method couples therapy approach.
Family CBTs integrate systemic concepts into standard cognitive-behavioral techniques.
Examining how family members reinforce one another’s behaviors to maintain symptoms and relational patterns.
Therapists assume directive, “teaching” relationship with clients.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
The Juice: Significant Contributions to the Field
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Parent Training
Influence on parenting
Reinforcement: Positive or negative responses from environment shape future behavior.
Consistency: Reinforcing every time is the key, especially in the beginning.
Parent training
Teaching compliance ...
Chapter 15 Treatment PlanningMastering Competencies in Fami.docx
Chapter 15: Treatment Planning
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Selecting a Path (Step 3)
Treatment plans
Address the problems you have identified in the case conceptualization and clinical assessment.
Numerous good plans can be developed for any one client.
Therapist may choose which theory and techniques are the best fit for:
A specific client.
A specific problem.
A particular therapist–client relationship.
Plan should be based on clinical experience, current research, and standards of practice.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
A Brief History
Treatment planning came from the medical field.
Symptom-based treatment plans
Focus solely on client’s medical symptoms.
These plans are relevant to those in the medical community; they do not help therapists conceptualize treatment in the most useful ways.
Danger of symptom-based treatment planning is that the therapist will underutilize theory, focus on symptoms, and forget to assess the larger picture.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
A Brief History (cont.)
Theory-based treatment plan
Uses theory to create more clinically-relevant treatment plans than the symptom model offers.
Difficult for most students to address diagnostic issues and clinical symptoms in these theory-based plans because the language of these two systems is radically different.
Solution
A new “both/and” model, called the “clinical treatment plan,” which draws from the best of theory-based and symptom-based treatment plans and adds elements of measurability.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Clinical Treatment Plans
Provide a straightforward, comprehensive overview of treatment.
Includes the following parts:
Introduction
Therapeutic tasks
Client goals
Interventions
Client perspective
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Writing Useful Therapeutic Tasks
Therapeutic tasks
The “training wheels” of the plan
Typically not be included in plans you send to insurance companies or third-party payers
Formulaic
One of the key places where therapists must adjust their approach to address diversity issues
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Writing Useful Therapeutic Tasks
Initial phase
Establish a therapeutic relationship.
Assess individual, family, and social dynamics.
Develop treatment goals.
Case management:
Refer for medical/psychiatric ev ...
L. Jay Mitchell - Greenbrier Academy West Virginia
An excellent dissertation shared on https://www.scribd.com/doc/300840870/L-Jay-Mitchell-Greenbrier-Academy and here at Slideshare.net titled a
A Qualitative Inquiry into the Treatment Experience of Adolescent Females In a Relationally Based Therapeutic Boarding School.
By: Douglast Marchant
RESPONSE 1Respond to at least two colleagues who selected a diff.docx
RESPONSE 1
Respond to at least two colleagues who selected a different theory from the one you selected. Explain how another systems theory, that neither you nor your colleague has previously discussed, might be applied to the course-specific case study your colleague selected.
Colleague 1: AnnaVi
Case Background
Matt and Keith are homosexual males that adopted two children, ages 7 and 3. The couple decided to attend counseling due to a conflict in parenting styles. The adopted children have special needs. Jackson, the oldest child shows behavior problems that result in aggression and was later diagnosed with ADHD (Plummer, Makris & Brocksen, 2014). The younger child, Ellery was born with a cleft palate, deformity to the jaw and is blind. She often has trouble with breathing and swallowing her food due to the deformities to her lip and jaw (Plummer, Makris & Brocksen, 2014).
The couple struggles with Jackson’s behavioral problems as well as the Ellery’s medical issues. Due to the demands of parenthood, Matt and Keith struggle to spend quality time with one another. More importantly, both Matt and Keith have opposite parenting styles that often lead to disagreements.
Conflict Theory
According to Robbins, Chatterjee, & Canda (2012), “Conflict also helps to define the nature and structure of relationships between conflicting parties” (p. 73). Coser suggests that realistic conflict occurs from “specific demands” (Robbins, Chatterjee, & Canda, 2012). As both sides struggle to find balance, the need for rearrangement and accommodation is needed between Matt and Keith to resolve their conflicts. Coser’s realistic conflict ends in a less violent confrontation rather than a violent, hostile one. I find Sower’s take on conflict relating to Matt and Keith, as Sower describes conflict as a transaction. Matt and Keith often argue and disagree due to the specific demands of parenting as both find difficulty finding an equal balance.
Social Work Skills
The social skills necessary to manage between conflicting couples include applying Narrative therapy and EFT to allow each couple to illustrate their own perspective of the conflicts present in their home. The use of narrative therapy allows the couple to identify their values and strengths that are necessary to the functions of the household. EFT is often used in couples as an approach to explore feelings, emotions and perspective to what happened in the relationship.
The social worker may also provide resources where education can be provided on ADHD and medical issues that Ellery suffers from. The use of empathy and remaining neutral is also important in managing conflict. The ability to ask open-ended questions that contribute to Matt and Keith’s understanding of the problems are present and ability to manage the visits without escalating into major arguments, fights or one person storming off.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds). (2014).
Social work case studies: Concentration year. ...
RESPONSE 1·Respond to at least two colleagues by expanding.docx
RESPONSE 1
·
Respond
to at least two colleagues by expanding on their posts with an explanation of the bicultural conflict and tension, experienced by both the social work intern and Helen, as a result of their ethnic and racial identities.
·
Then, explain how you, as a social worker, might address Helen and her family’s bicultural socialization needs, given what your colleague described.
Colleague 1: Lea
Introduction
In order to provide competent and effective care, the social worker must be able to adapt and personalize treatment to the individual. When working with individuals from different ethnocultural backgrounds, a balance between cultural sensitivity and empirically proven methodology must be found and utilized (Bernal, Jiminez-Chafey, and Rodriguez, 2009). In the case of The Petrakis Family (Plummer, Makris, and Brocksen, 2014), the social worker is faced with providing services to Helen Petrakis taking into account her Greek heritage, culture and belief systems.
Helen’s Cultural Influences:
For Helen, family is “everything.” She reports the social work intern a number of identifiers of her ethnic identity. She states that she is Greek and practices the Greek Orthodox religion. From there she expresses her cultural practices by explaining that she, as the mother, is the primary caregiver to her husband, her children, and her mother-in-law. In addition to caring for the family, she also holds down a full-time job and cooks and cleans. She also relates to the intern that she and her husband support their adult children because they do not believe in taking money from them. Helen does not seem to think this is anything other than “how things are done.”
Intern’s Perception of Helen
The Intern appears to be surprised by the many roles that Helen plays in her family. She states that she understands why Helen would be showing symptoms of being overwhelmed. Though we are not informed of the cultural background of the social work intern, it is made clear that she is surprised by the cultural practices related by Helen. She is most likely a “modern” woman subscribing to the Anglo-based norms, values, and customs of the ethnic minority. It might be assumed that the intern was raised in a society where children are not supported by their parents indefinitely, working women share family responsibilities with their partners, and aging parents are cared for in retirement homes, or by in-home care. Those values held by Helen and her family are devalued by the dominant culture (the intern), therefore a “deficiency formulation” between the intern and Helen that may affect the efficacy of services provided to Helen (Robbins, Chatterjee, and Canda, 2012).
Dual Perspective Model
The social work intern will have to address Helen’s issues in a way that is in line with her cultural and ethnic identity while alleviating the stress and anxiety she is experiencing. In this case, the social work intern can utilize the Dual Perspective model to assist ...
Recommended
Reflect on the most important things you learned from Accounting E.docx
Reflect on the most important things you learned from Accounting Ethics class. What will you be able to take away and apply from the class and in your portfolio project to both your personal and professional life? Provide at least 3-5 examples of how this course has changed your perspective of ethical standards.
Required:
Half to one page only with at least 2 references
Chapter 7: Intergenerational and Psychoanalytic Family Therapies
“Bowen theory is really not about families per se, but about life.”—Friedman, 1991, p. 134
1
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Lay of the Land
Intergenerational therapy and psychoanalytic family therapy
Share common roots:
Psychoanalytic theory and systemic theory
Draw from object relations theory and developed several unique approaches:
Object relations family therapy, family-of-origin therapy and contextual therapy
Share several key concepts and practices:
Examine client’s early relationships.
Tracing transgenerational family dynamics.
Promoting insight into extended family dynamics.
Identifying/altering destructive beliefs and behaviors learned early in life.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Bowen Intergenerational Therapy
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
In a Nutshell: The Least You Need to Know
More about nature of being human than about families or family therapy.
Broad perspective considering evolution of human species and characteristics of all living systems.
Consider three-generational emotional process to understand current symptoms.
Therapy involves increasing clients’ awareness of how current behavior is connected to multigenerational processes.
Primary tool for client change is therapist’s personal level of differentiation.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
The Juice: Significant Contributions to the Field
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Juice #1: Differentiation
Differentiation
Person’s ability to separate intrapersonal and interpersonal distress.
Intrapersonal: Separate thoughts from feelings in order to respond rather than react.
Interpersonal: Know where oneself ends and another begins without loss of self.
Balance two forces: need for togetherness and the need for autonomy.
Conceptualized on a continuum.
A lifelong journey; referred to as “maturity.”
Differentiated people better able to handle ups and downs of increasing intimacy.
Level of differentiation expressed differently depending on culture, gend ...
Chapter 3 Philosophical Foundations of Family Therapy Theories.docx
Chapter 3: Philosophical Foundations of Family Therapy Theories
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Lay of the Land
Two closely related philosophical traditions inform family therapy approaches:
Systems theory
Social constructivism
Traditional theories draw more on systemic theory.
More recent theories draw from social constructionist.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Systemic Foundations
The Macy Conferences (1940s):
A group of scholars and researchers met to discuss how groups of things operate to form a “system.”
Several “systems” theories developed from these meetings.
Early family therapies integrated these systems concepts.
Systems Theories
A unique philosophical view of human behavior.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Foundational Systemic Thinkers
Some of the contributors to systemic theory:
Gregory Bateson
Heinz von Foerster
Milton Erickson
Bradford Keeney
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Systemic Assumptions
General Systems Theory
Systems operate using the same basic principles.
Cybernetic Systems Theory
Closely related, but more focused on social systems.
Most influence on family therapy.
They are self-correcting, moving towards dynamic homeostasis.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Homeostasis and Self-Correction
Homeostasis in families refers to the unique set of behavioral, emotional, and interactional norms that create stability for the family or other social group.
Not static but dynamic.
The key to maintaining stability is the ability to self-correct, which requires feedback.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Negative and Positive Feedback
Negative feedback
No new information, system remains the same – homeostasis.
Positive feedback
Yes, new information is coming in, system is changing.
In most systems, response to positive feedback is return to homeostasis.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Change and Communication
First- and second-order change:
Second-order change: change after positive feedback.
First-order change: system returns to previous homeostasis after positive feedback.
Concept is helpful when working with complex family dynamics
“One Cannot Not Communicate”
All behavior is a form of commun ...
Chapter 8 Cognitive-Behavioral and Mindfulness-Based Couple .docx
Chapter 8:
Cognitive-Behavioral and Mindfulness-Based Couple
and Family Therapies
“The key thread that binds these diverse perspectives [behavioral therapies] is a demand for continual empirical challenge. Every strategy, and every case, is subjected to empirical scrutiny that aims to define the specific therapeutic ingredients that facilitate the achievement of the specific benefits desired by the family. In other words, every family presents a new experiment with the potential to advance therapeutic frontiers.” — Falloon, 1991
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Lay of the Land
Types of therapies
Behavioral family therapy: Focuses on parent training.
Cognitive-behavioral family therapy: Integrate cognitive elements into therapy with couples and families.
Integrative behavioral couples therapy: Enhanced version of behavioral couples therapy; humanistic component added in an attempt to improve long-term outcomes.
Gottman method couples therapy: Scientifically-based approach to couples therapy based on Gottman’s 30 years of research on key differences between happy/unhappy marriages.
Functional family therapy: Treatment for working with troubled teens and their families.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Behavioral and Cognitive-Behavioral Family Therapies
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
In a Nutshell: The Least You Need to Know
Cognitive-behavioral therapies (CBTs)
Roots in behaviorism, the premises of which are still widely used with phobias, anxiety, and parenting.
Until 1980s, most family CBT were primarily behavioral: behavioral family therapy and behavioral couples therapy.
Recently, approaches that more directly incorporate cognitive components have developed: cognitive-behavioral family therapy and Gottman method couples therapy approach.
Family CBTs integrate systemic concepts into standard cognitive-behavioral techniques.
Examining how family members reinforce one another’s behaviors to maintain symptoms and relational patterns.
Therapists assume directive, “teaching” relationship with clients.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
The Juice: Significant Contributions to the Field
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Parent Training
Influence on parenting
Reinforcement: Positive or negative responses from environment shape future behavior.
Consistency: Reinforcing every time is the key, especially in the beginning.
Parent training
Teaching compliance ...
Chapter 15 Treatment PlanningMastering Competencies in Fami.docx
Chapter 15: Treatment Planning
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Selecting a Path (Step 3)
Treatment plans
Address the problems you have identified in the case conceptualization and clinical assessment.
Numerous good plans can be developed for any one client.
Therapist may choose which theory and techniques are the best fit for:
A specific client.
A specific problem.
A particular therapist–client relationship.
Plan should be based on clinical experience, current research, and standards of practice.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
A Brief History
Treatment planning came from the medical field.
Symptom-based treatment plans
Focus solely on client’s medical symptoms.
These plans are relevant to those in the medical community; they do not help therapists conceptualize treatment in the most useful ways.
Danger of symptom-based treatment planning is that the therapist will underutilize theory, focus on symptoms, and forget to assess the larger picture.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
A Brief History (cont.)
Theory-based treatment plan
Uses theory to create more clinically-relevant treatment plans than the symptom model offers.
Difficult for most students to address diagnostic issues and clinical symptoms in these theory-based plans because the language of these two systems is radically different.
Solution
A new “both/and” model, called the “clinical treatment plan,” which draws from the best of theory-based and symptom-based treatment plans and adds elements of measurability.
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Clinical Treatment Plans
Provide a straightforward, comprehensive overview of treatment.
Includes the following parts:
Introduction
Therapeutic tasks
Client goals
Interventions
Client perspective
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Writing Useful Therapeutic Tasks
Therapeutic tasks
The “training wheels” of the plan
Typically not be included in plans you send to insurance companies or third-party payers
Formulaic
One of the key places where therapists must adjust their approach to address diversity issues
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
Writing Useful Therapeutic Tasks
Initial phase
Establish a therapeutic relationship.
Assess individual, family, and social dynamics.
Develop treatment goals.
Case management:
Refer for medical/psychiatric ev ...
L. Jay Mitchell - Greenbrier Academy West Virginia
An excellent dissertation shared on https://www.scribd.com/doc/300840870/L-Jay-Mitchell-Greenbrier-Academy and here at Slideshare.net titled a
A Qualitative Inquiry into the Treatment Experience of Adolescent Females In a Relationally Based Therapeutic Boarding School.
By: Douglast Marchant
RESPONSE 1Respond to at least two colleagues who selected a diff.docx
RESPONSE 1
Respond to at least two colleagues who selected a different theory from the one you selected. Explain how another systems theory, that neither you nor your colleague has previously discussed, might be applied to the course-specific case study your colleague selected.
Colleague 1: AnnaVi
Case Background
Matt and Keith are homosexual males that adopted two children, ages 7 and 3. The couple decided to attend counseling due to a conflict in parenting styles. The adopted children have special needs. Jackson, the oldest child shows behavior problems that result in aggression and was later diagnosed with ADHD (Plummer, Makris & Brocksen, 2014). The younger child, Ellery was born with a cleft palate, deformity to the jaw and is blind. She often has trouble with breathing and swallowing her food due to the deformities to her lip and jaw (Plummer, Makris & Brocksen, 2014).
The couple struggles with Jackson’s behavioral problems as well as the Ellery’s medical issues. Due to the demands of parenthood, Matt and Keith struggle to spend quality time with one another. More importantly, both Matt and Keith have opposite parenting styles that often lead to disagreements.
Conflict Theory
According to Robbins, Chatterjee, & Canda (2012), “Conflict also helps to define the nature and structure of relationships between conflicting parties” (p. 73). Coser suggests that realistic conflict occurs from “specific demands” (Robbins, Chatterjee, & Canda, 2012). As both sides struggle to find balance, the need for rearrangement and accommodation is needed between Matt and Keith to resolve their conflicts. Coser’s realistic conflict ends in a less violent confrontation rather than a violent, hostile one. I find Sower’s take on conflict relating to Matt and Keith, as Sower describes conflict as a transaction. Matt and Keith often argue and disagree due to the specific demands of parenting as both find difficulty finding an equal balance.
Social Work Skills
The social skills necessary to manage between conflicting couples include applying Narrative therapy and EFT to allow each couple to illustrate their own perspective of the conflicts present in their home. The use of narrative therapy allows the couple to identify their values and strengths that are necessary to the functions of the household. EFT is often used in couples as an approach to explore feelings, emotions and perspective to what happened in the relationship.
The social worker may also provide resources where education can be provided on ADHD and medical issues that Ellery suffers from. The use of empathy and remaining neutral is also important in managing conflict. The ability to ask open-ended questions that contribute to Matt and Keith’s understanding of the problems are present and ability to manage the visits without escalating into major arguments, fights or one person storming off.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds). (2014).
Social work case studies: Concentration year. ...
RESPONSE 1·Respond to at least two colleagues by expanding.docx
RESPONSE 1
·
Respond
to at least two colleagues by expanding on their posts with an explanation of the bicultural conflict and tension, experienced by both the social work intern and Helen, as a result of their ethnic and racial identities.
·
Then, explain how you, as a social worker, might address Helen and her family’s bicultural socialization needs, given what your colleague described.
Colleague 1: Lea
Introduction
In order to provide competent and effective care, the social worker must be able to adapt and personalize treatment to the individual. When working with individuals from different ethnocultural backgrounds, a balance between cultural sensitivity and empirically proven methodology must be found and utilized (Bernal, Jiminez-Chafey, and Rodriguez, 2009). In the case of The Petrakis Family (Plummer, Makris, and Brocksen, 2014), the social worker is faced with providing services to Helen Petrakis taking into account her Greek heritage, culture and belief systems.
Helen’s Cultural Influences:
For Helen, family is “everything.” She reports the social work intern a number of identifiers of her ethnic identity. She states that she is Greek and practices the Greek Orthodox religion. From there she expresses her cultural practices by explaining that she, as the mother, is the primary caregiver to her husband, her children, and her mother-in-law. In addition to caring for the family, she also holds down a full-time job and cooks and cleans. She also relates to the intern that she and her husband support their adult children because they do not believe in taking money from them. Helen does not seem to think this is anything other than “how things are done.”
Intern’s Perception of Helen
The Intern appears to be surprised by the many roles that Helen plays in her family. She states that she understands why Helen would be showing symptoms of being overwhelmed. Though we are not informed of the cultural background of the social work intern, it is made clear that she is surprised by the cultural practices related by Helen. She is most likely a “modern” woman subscribing to the Anglo-based norms, values, and customs of the ethnic minority. It might be assumed that the intern was raised in a society where children are not supported by their parents indefinitely, working women share family responsibilities with their partners, and aging parents are cared for in retirement homes, or by in-home care. Those values held by Helen and her family are devalued by the dominant culture (the intern), therefore a “deficiency formulation” between the intern and Helen that may affect the efficacy of services provided to Helen (Robbins, Chatterjee, and Canda, 2012).
Dual Perspective Model
The social work intern will have to address Helen’s issues in a way that is in line with her cultural and ethnic identity while alleviating the stress and anxiety she is experiencing. In this case, the social work intern can utilize the Dual Perspective model to assist ...
Group therapy & Family therapy.pptx
Is a branch of psychiatry which sees an individual’s psychiatric symptoms as inseparably related to the family in which he lives
Volume 39 n um ber 2a pril 2017pages i l6 l3 ld o iio .i
Volume 39 n um ber 2a pril 2017pages i l6 l3 ld o iio .i
Week 6Contextual Family Therapy modelFor this assignment, .docx
Week 6
Contextual Family Therapy model
For this assignment, you will write a reflection paper that includes a summary of the constructs from the Contextual Family Therapy model and an application of those concepts to your own (or another person’s if this is too difficult) family of origin.
Include the following in the model summary:
1) The major assumptions for change in the contextual approach.
2) Use your own words to identify, define, and describe the major concepts of the contextual approach.
3) Address what makes this approach different from some of the other Marriage and Family Therapy approaches you have studied.
Include the following in your application of this model to your family of origin:
1) The important family legacies that are a part of your family of origin
2) The intergenerational transmission of the family culture
3) The invisible loyalties that exist in your family of origin
4) How justice has been applied in your family of origin
5) How these have impacted your development and that of any siblings, including how you/they exited (grew up) the family of origin
6) How these concepts, if at all, influence your current life
Length: 5-7 pages
Gehart, D. R. (2014) Mastering Competencies in Family Therapy Chapter 7
Intergenerational and Psychoanalytic Family Therapies
Lay of the Land
Although distinct from each other, Bowenian intergenerational therapy and psychoanalytic family therapy share the common roots of (a) psychoanalytic theory and (b) systemic theory. A psychoanalytically trained psychiatrist, Bowen (1985) developed a highly influential and unique approach to therapy that is called Bowen intergenerational therapy. Drawing heavily from object relations theory, psychoanalytic or psychodynamic family therapies have developed several unique approaches, including object relations family therapy (Scharff & Scharff, 1987), family-of-origin therapy (Framo, 1992), and contextual therapy (Boszormenyi-Nagy & Krasner, 1986). These therapies share several key concepts and practices:
• Examining a client’s early relationships to understand present functioning
• Tracing transgenerational and extended family dynamics to understand a client’s complaints
• Promoting insight into extended family dynamics to facilitate change
• Identifying and altering destructive beliefs and patterns of behavior that were learned early in life in one’s family of origin
Bowen Intergenerational Therapy
In a Nutshell: The Least You Need to Know
Bowen intergenerational theory is more about the nature of being human than it is about families or family therapy (Friedman, 1991). The Bowen approach requires therapists to work from a broad perspective that considers the evolution of the human species and the characteristics of all living systems. Therapists use this broad perspective to conceptualize client problems and then rely primarily on the therapist’s use of self to effect change. As part of this broad perspective, therapists routinely consider the three-.
Communication skills doctor
This presentation deals with principles of basic communication skills, importance of it for Doctors and medical students. It also addresses the basic elements Doctor patient communication skills, kalmazoo Consensus working model for Clinical interview, 5 A model guidelines for the behaviour changes.
Exploring Adventure Therapy as an Early Intervention for Struggling Adolescents
This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
Family therapy
HERE I PRESENT U GUYS MY FIRST OWN MADE SEMINAR ON FAMILY AND MUSIC THERAPY I HOPE IT IS BEEN USEFUL FOR U IN FUTURE PURPOSE
Examine how nature is discussed throughout The Open Boat.” Loo.docx
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docx
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
Examine each of these items, which are available on the internet .docx
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
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Week 6Contextual Family Therapy modelFor this assignment, .docx
Week 6
Contextual Family Therapy model
For this assignment, you will write a reflection paper that includes a summary of the constructs from the Contextual Family Therapy model and an application of those concepts to your own (or another person’s if this is too difficult) family of origin.
Include the following in the model summary:
1) The major assumptions for change in the contextual approach.
2) Use your own words to identify, define, and describe the major concepts of the contextual approach.
3) Address what makes this approach different from some of the other Marriage and Family Therapy approaches you have studied.
Include the following in your application of this model to your family of origin:
1) The important family legacies that are a part of your family of origin
2) The intergenerational transmission of the family culture
3) The invisible loyalties that exist in your family of origin
4) How justice has been applied in your family of origin
5) How these have impacted your development and that of any siblings, including how you/they exited (grew up) the family of origin
6) How these concepts, if at all, influence your current life
Length: 5-7 pages
Gehart, D. R. (2014) Mastering Competencies in Family Therapy Chapter 7
Intergenerational and Psychoanalytic Family Therapies
Lay of the Land
Although distinct from each other, Bowenian intergenerational therapy and psychoanalytic family therapy share the common roots of (a) psychoanalytic theory and (b) systemic theory. A psychoanalytically trained psychiatrist, Bowen (1985) developed a highly influential and unique approach to therapy that is called Bowen intergenerational therapy. Drawing heavily from object relations theory, psychoanalytic or psychodynamic family therapies have developed several unique approaches, including object relations family therapy (Scharff & Scharff, 1987), family-of-origin therapy (Framo, 1992), and contextual therapy (Boszormenyi-Nagy & Krasner, 1986). These therapies share several key concepts and practices:
• Examining a client’s early relationships to understand present functioning
• Tracing transgenerational and extended family dynamics to understand a client’s complaints
• Promoting insight into extended family dynamics to facilitate change
• Identifying and altering destructive beliefs and patterns of behavior that were learned early in life in one’s family of origin
Bowen Intergenerational Therapy
In a Nutshell: The Least You Need to Know
Bowen intergenerational theory is more about the nature of being human than it is about families or family therapy (Friedman, 1991). The Bowen approach requires therapists to work from a broad perspective that considers the evolution of the human species and the characteristics of all living systems. Therapists use this broad perspective to conceptualize client problems and then rely primarily on the therapist’s use of self to effect change. As part of this broad perspective, therapists routinely consider the three-.
Communication skills doctor
This presentation deals with principles of basic communication skills, importance of it for Doctors and medical students. It also addresses the basic elements Doctor patient communication skills, kalmazoo Consensus working model for Clinical interview, 5 A model guidelines for the behaviour changes.
Exploring Adventure Therapy as an Early Intervention for Struggling Adolescents
This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
Family therapy
HERE I PRESENT U GUYS MY FIRST OWN MADE SEMINAR ON FAMILY AND MUSIC THERAPY I HOPE IT IS BEEN USEFUL FOR U IN FUTURE PURPOSE
Similar to CH 10 Part 1.docxFigure 10-1 Systems development life cycl.docx (19)
Volume 39 n um ber 2a pril 2017pages i l6 l3 ld o iio .i
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Examine how nature is discussed throughout The Open Boat.” Loo.docx
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docx
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Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
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EXAMEstructura 8.1 - Miniprueba AVerbosCom.docx
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Examine Case Study Pakistani Woman with Delusional Thought Processe.docx
Examine Case Study: Pakistani Woman with Delusional Thought Processes.
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs .
Examination of Modern LeadershipModule 1 Leadership History, F.docx
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Examine current international OB issues that challenge organizat.docx
Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others.
(1) identify the key organizational behavior issues facing management,
(2) what impact the international environment has on these issues,
(3) strategies management should use to overcome these issues,
(4) how these strategies will impact the overall organizational operations, and
(5) identify the potential costs and risks to the organizations of implementing the newly developed strategies.
Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work.
APA format, Times New Roman (12), 20-25 pages, No plagiarism.
.
Executive Program Practical Connection Assignment .docx
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
.
Executive Program Group Project Assignment Component Profi.docx
Executive Program Group Project Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
Criteria Excellent Satisfactory Less than Satisfactory Not Completed
Log
Completion
4 points
Food logs are
complete with detailed
food/beverage items
3 points
Food logs are
complete but lack
some detail on
food/beverage items
(3 pts)
2 points
Food logs are
complete are missing
substantial detail on
food/beverage items
0 points
Student did not
complete this
component of the
project.
/ 4
Por.
Executive Practical Connection Activityit is a priority that stu.docx
Executive Practical Connection Activity
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
MY ROLE: BIGDATA/KAFKA ADMIN
Need Plagiarism report for this Assignement.
****Directions
Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information.
1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus).
2. Describe the type of healthcare policy you would advocate for in an effort to change this issue.
3. What type of campaign would you need to launch in order to gather a network of support?
4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise.
1. NR708HealthPol Retweeted
Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele
#NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter …
Helping Vulnerable People Before Disasters Strike | Campaign for Action
Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year
campaignforaction.org
13h
·
·
2. NR708HealthPol Retweeted
Diana Mason@djmasonrn
By @AmyAnderso.
Executive FunctionThe Search for an Integrated AccountMari.docx
Executive Function
The Search for an Integrated Account
Marie T. Banich
Department of Psychology & Neuroscience, and Institute of Cognitive Science, University of Colorado at Boulder;
Department of Psychiatry, University of Colorado Denver
ABSTRACT—In general, executive function can be thought
of as the set of abilities required to effortfully guide be-
havior toward a goal, especially in nonroutine situations.
Psychologists are interested in expanding the under-
standing of executive function because it is thought to be a
key process in intelligent behavior, it is compromised in a
variety of psychiatric and neurological disorders, it varies
across the life span, and it affects performance in compli-
cated environments, such as the cockpits of advanced
aircraft. This article provides a brief introduction to the
concept of executive function and discusses how it is
assessed and the conditions under which it is compromised.
A short overview of the diverse theoretical viewpoints re-
garding its psychological and biological underpinnings is
also provided. The article concludes with a consideration
of how a multilevel approach may provide a more inte-
grated account of executive function than has been previ-
ously available.
KEYWORDS—executive function; frontal lobe; prefrontal
cortex; inhibition; task switching; working memory; atten-
tion; top-down control
Like other psychological constructs, such as memory, executive
function is multidimensional. As such, there exists a variety of
models that provide varying viewpoints as to its basic component
processes. Nonetheless, common across most of them is the idea
that executive function is a process used to effortfully guide
behavior toward a goal, especially in nonroutine situations.
Various functions or abilities are thought to fall under the rubric
of executive function. These include prioritizing and sequencing
behavior, inhibiting familiar or stereotyped behaviors, creating
and maintaining an idea of what task or information is most
relevant for current purposes (often referred to as an attentional
or mental set), providing resistance to information that is dis-
tracting or task irrelevant, switching between task goals, uti-
lizing relevant information in support of decision making,
categorizing or otherwise abstracting common elements across
items, and handling novel information or situations. As can be
seen from this list, the functions that fall under the category of
executive function are indeed wide ranging.
ASSESSING EXECUTIVE FUNCTION
The very nature of executive function makes it difficult to
measure in the clinic or the laboratory; it involves an individual
guiding his or her behavior, especially in novel, unstructured,
and nonroutine situations that require some degree of judgment.
In contrast, standard testing situations are structured—partic-
ipants are explicitly told what the task is, given rules for per-
forming the task, and provide.
Executive Compensation and IncentivesMartin J. ConyonEx.docx
Executive Compensation and Incentives
Martin J. Conyon*
Executive Overview
The objective of a properly designed executive compensation package is to attract, retain, and motivate
CEOs and senior management. The standard economic approach for understanding executive pay is the
principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms
between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes
in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that
boards and compensation committees have become more independent over time. In addition, we demonstrate
that compensation committees containing affiliated directors do not set greater pay or fewer incentives.
Introduction
E
xecutive compensation is a complex and con-
troversial subject. For many years, academics,
policymakers, and the media have drawn atten-
tion to the high levels of pay awarded to U.S.
chief executive officers (CEOs), questioning
whether they are consistent with shareholder in-
terests.1 Some academics have further argued that
flaws in CEO pay arrangements and deviations
from shareholders’ interests are widespread and
considerable.2 For example, Lucian Bebchuk and
Jesse Fried provide a lucid account of the mana-
gerial power view and accompanying evidence.3
Marianne Bertrand and Sendhil Mullainathan too
provide an analysis of the ‘skimming view’ of CEO
pay.4 In contrast, John Core et al. present an
economic contracting approach to executive pay
and incentives, assessing whether CEOs receive
inefficient pay without performance.5 In this pa-
per, we show what has happened to CEO pay in
the United States. We do not claim to distinguish
between the contracting and managerial power
views of executive pay. Instead, we document the
pattern of executive pay and incentives in the
United States, investigating whether this pattern
is consistent with economic theory.
The Context: Who Sets Executive Pay?
B
efore examining the empirical evidence pre-
sented in this paper, it is important to consider
the pay-setting process and who sets executive
pay. The standard economic theory of executive
compensation is the principal-agent model.6 The
theory maintains that firms seek to design the most
efficient compensation packages possible in order to
attract, retain, and motivate CEOs, executives, and
managers.7 In the agency model, shareholders set
pay. In practice, however, the compensation com-
mittee of the board determines pay on behalf of
shareholders. A principal (shareholder) designs a
contract and makes an offer to an agent (CEO/
manager). Executive compensation ameliorates a
moral hazard problem (i.e., manager opportunism)
arising from low firm ownership. By using stock
options, restricted stock, and long-term contracts,
shareholders motivate the CEO to maximize firm
value. In other words, shareholders try to design
optimal compensation packages .
Executing the StrategyLearning ObjectivesAfter reading.docx
Executing the Strategy
Learning Objectives
After reading this chapter, you should be able to:
• Distinguish good operational plans from weak ones.
• Detail the value of tracking progress on all operational plans.
• Discuss why emergent strategies occur and how they might affect an organization’s
current strategy.
• Implement the ten basic steps of a generic strategic formulation process.
• Manage, improve, and evaluate an existing strategic management process.
Chapter 9
Neil Webb/Ikon Images/Getty Images
spa81202_09_c09.indd 247 1/16/14 10:08 AM
CHAPTER 9Section 9.1 Managing Operational Plans
Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across
a calm pond on a sunny day, but rather like crossing from one bank of a raging river to
the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the
way. While it is not impossible to reach the other bank (the goal), the task often becomes
one of overcoming obstacles and making constant adjustments without losing sight of the
goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot
be implemented.
This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted
to assessing, improving, and managing the strategy formulation process itself.
9.1 Managing Operational Plans
The process for obtaining board approval of operational plans is covered in this chapter.
Exactly what is it that gets approved? An operational plan is a document that specifies the
projects or tasks that must be accomplished to achieve particular operational objectives.
Many of these plans will contain activities that are ongoing. Some will include plans for
enhanced or new services. Details specified in operational plans include the names of those
who will be involved and the indi-
vidual responsible for each one, what
equipment will be needed, when each
will start and end, and the estimated
costs for each activity. Given the level
of detail required, it should come as
no surprise that an operational plan
for a large functional unit, such as the
nursing department in a hospital, can
run to many pages, as there are lots of
activities to be detailed. Operational
plans for small HSOs such as physi-
cian clinics and community health
centers may be just a few pages long
unless new strategic initiatives are to
be undertaken.
It takes contributions from everyone
who will be involved in that HSO’s
operations to create such plans. They
will make sure that continuing cur-
rent operations are included in the plans, which is easily done. What adds a level of com-
plexity and difficulty is incorporating additional tasks demanded by a change in strategy.
Consider the following scenarios, which illustrate the difficulty in creating operational
plans that involve more than simply repeating what was done the previous year:
Javier Larrea/age fotostock/Getty Ima.
Executing Strategies in a Global Environment Examining the Case of .docx
Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages
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- 1. CH 10 Part 1.docx Figure 10-1 Systems development life cycle with logical design phase highlighted __MACOSX/._CH 10 Part 1.docx Chapter 13: Case Conceptualization Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Mapping the Territory (Step 1) Master the art of viewing. Necessary to develop a good map. Refers to knowing where to focus your attention while you are listening. A skill that is continually developed and refined throughout one’s career. Case conceptualization
- 2. Technical term for the therapeutic art of viewing. Sometimes called assessment. Enables therapists to generate new perspectives, which enable them to be helpful to clients. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Overview of Case Conceptualization Components of a systemic case conceptualization: Introduction to client Presenting concern Background information Client/family strengths and diversity Family structure Interactional pattern Intergenerational and attachment patterns Solution -based assessment Postmodern and cultural discourse conceptualization Client perspectives Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved.
- 3. For classroom use only. Introduction to Client Identifying who the client is. Individual Couple Family Identifying most salient demographic features that relate to treatment: Age Ethnicity Gender Sexual orientation/HIV status Current occupation (work status/grade in school) Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Presenting Concern How all parties involved are defining the problem. Collaborative therapy Each person involved has a different definition of the problem. Allows therapist to remain adaptable and creative.
- 4. Honor each person’s perspective and refer to it throughout treatment. Should include: Reason each client states he/she is in counseling or why referred. Information from referring agent and their description of problem. A brief history of the problem and family. Descriptions of attempted solutions and outcomes. Any other relevant problem related information. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Background Information Traditionally included is: History of trauma and abuse Substance use and abuse Precipitating events Related historical background Recommended that this information be written in a positive and
- 5. hopeful light. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Strengths and Diversity Resources Should be the first thing assessed. Can include strengths at several levels: Personal/individual strengths Relational/social strengths and resources Spiritual resources Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Personal or Individual Strengths Abilities Consider past, present, and future. Can increase client’s sense of hope and confidence to address the issue at hand.
- 6. May provide creative problem solving ideas. Personal qualities What brings client’s to therapy is usually flip side of a strength. Ex. Someone who worries too much is likely a diligent and productive worker. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Relational or Social Strengths and Resources Social support network that helps client in various ways. Physical Emotional Community Spiritual Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Diversity Resources and Limitations
- 7. Common resources due to diversity: Strong support network Sense of community and connection, purpose and direction Resources for problem-solving Beliefs that provide comfort Access to social services Common limitations due to diversity: Experiences of harassment/discrimination Isolation/difficulty meeting others Difficulty finding opportunity and accessing services Difficulty communicating with institutions Lack of resources Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Family Structure Can be used with individuals, couples or families. Includes: Family life cycle stage Boundaries
- 8. Triangles/coalitions Hierarchy between parents and children Satir’s communication stances Gottman’s divorce indicators Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Family Life Cycle Family life cycle stage Assessment of family structure often begins with this. The stages include: Leaving home — the single adult Committed relationship Families with young children Families with adolescent children Divorce Blended families
- 9. Launching children Family in later life Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Boundaries Boundaries regulate closeness and distance. Most commonly associated with structural family therapy. The rules for negotiating interpersonal closeness and distance. Strongly influenced by culture. Can be clear, diffuse, or rigid. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Boundaries Clear boundaries and cultural variance Negotiation of a healthy balance between closeness and
- 10. separation. Collectivist cultures: More closeness. Individualistic cultures: Value greater independence. Diffuse boundaries and enmeshed relationships When couples or families overvalue togetherness at the expense of respecting each other’s individuality. Rigid boundaries When couples or families privilege independence over togetherness. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Triangles and Coalitions Tension between two people is resolved by drawing in a third person to stabilize the original dyad. May include inanimate objects or processes as “third” Ex.: Drinking, drug use, work Assessed in several ways: Client overtly describes another as playing role in their tension.
- 11. Description of a confidant. Finding an unmet need in a third party. When therapy is “stuck,” there is often a triangle at work. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Hierarchy Between Child and Parent Is hierarchy developmentally and culturally appropriate? Assessing hierarchy tell therapists where and how to intervene. Excessive Insufficient Effective Inconsistent Can be helpful to consider the balance of roles within the parental subsystem. Business roles Personal roles
- 12. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Complementary Patterns Complementary patterns Each person takes on opposite or complementary ranging from functional to problematic. Ex.: Pursuer/distancer, emotional/logical Most couples readily identify complementary roles in their complaints about the relationship. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Satir’s Communication Stances An approach for assessing communication. Based on five communication stances: Placating Blaming Superreasonable
- 13. Irrelevant Congruent Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Satir’s Communication Stances Congruent Model for healthy communication. Other four are survival stances. Each stance recognizes different elements of self, other, and context. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Satir’s Communication Stances I
- 14. StyleRecognizesIgnoresCongruentSelf, other, contextNonePlacatorOther, contextSelfBlamerSelf, contextOtherSuperreasonableContextSelf, otherIrrelevantNoneSelf, other, context Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Gottman’s Divorce Indicators John Gottman Over 30 years research on couples and communication. Can predict divorce with 97.5% accuracy by assessing 5 variables (Four Horsemen and repair attempts). The Four Horseman of the Apocalypse: Criticism
- 15. Defensiveness Contempt Stonewalling Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Gottman’s Divorce Indicators Presence of “Four Horsemen” not only indicator; frequency of these differs in happy couples. 5:1 ratio Interactions to assess for frequency include: Failed repair attempts Rejection of influence Harsh start-up Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.
- 16. Problem Interaction Patterns One of hallmarks of family therapy. Therapist traces reciprocal relation patterns. Ex.: How person A responds to person B and vice versa. Three phases: Start of tension Conflict/symptom escalation Return to normal/homeostasis Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. 23 Systemic Hypothesis Developed after assessing family structure and interaction patterns. Working hypothesis about problem. Role symptom plays in maintaining homeostasis. Strategies for developing hypotheses: Client language and metaphors
- 17. Positive connotation Love and power Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Intergenerational Patterns Easiest when using a genogram. Patterns often included in genograms: Family strengths and resources Substance and alcohol abuse and dependence Sexual, physical, and emotional abuse Personal qualities and/or family roles; complementary roles (e.g., black sheep, rebellious one, overachiever/underachiever, etc.) Physical and mental health issues (e.g., diabetes, cancer, depression, psychosis, etc.) Historical incidents of the presenting problem, either with the same people or how other generations and family members have managed this problem
- 18. Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only. Attachment Patterns Often central in psychodynamic and EFT approaches. Sue Johnson indicates four categories of attachment: Secure Anxious and hyperactivated Avoidance Combination anxious and avoidant Mastering Competencies in Family Therapy (2nd ed.) Diane R. Gehart ©2014. Brooks/Cole, Cengage Learning. All rights reserved. For classroom use only.