Discussion 1: Systems Theory in Social Work Practice Family systems provide safety and support for their members. To many, organizational and societal systems also are expected to function in a similar way. When these systems fail, how do social workers identify those failures? Further, how can an understanding of these systems help them intervene? Systems theory is concerned with the structure of complex systems, with a special emphasis on how parts of these systems relate to each other and to the systems as a whole. Social workers apply systems theory to micro, meso , and macro levels of practice, in order to understand the dynamic interrelations between individuals, families, institutions, and societies. Generally, social workers want to identify how a system functions, what aspects of that system have a negative impact on people, and understand how they can cause positive change in that system.  For this week’s Discussion , review this week’s resources, including the course-specific case studies provided. Select either the case study for Noah or Carl, as well as a theory from this week’s assigned reading. Then, consider the various social systems involved in the course-specific case study you selected and how the social systems might relate to one another. Finally, think about the systems theory you selected and how it can be applied to that case study. · Post an explanation of the various social systems involved in the case study you selected. · Be sure to reference in your post the client from the course-specific case study you selected. · Then, explain how these social systems might relate to one another. · Finally, describe the systems theory you selected and explain how you might apply it to that case study using specific social work skills. References (use 2 or more) Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [VitalSource e-reader] . · Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon. o Chapter 2, “Systems Theory” (pp. 25–58) · Green, D., & McDermott, F. (2010). Social work from inside and between complex systems: Perspectives on person-in-environment for today's social work. British Journal Of Social Work , 40 (8), 2414–2430. Retrieved from the Walden Library databases. · Sutphin, S. T., McDonough, S., & Schrenkel, A. (2013). The role of formal theory in social work research: Formalizing family systems theory. Advances In Social Work , 14 (2), 501–517. Retrieved from the Walden Library databases. Working With Children and Adolescents: The Case of  Noah Working With Children and Adolescents: The Case of Noah Noah is a 10-year-old, multiracial male who is currently in foster care. Prior to the foster care placement, he was hospitalized three tim.

1. Discussion 1: Systems Theory in Social Work Practice
Family systems provide safety and support for their members.
To many, organizational and societal systems also are expected
to function in a similar way. When these systems fail, how do
social workers identify those failures? Further, how can an
understanding of these systems help them intervene? Systems
theory is concerned with the structure of complex systems, with
a special emphasis on how parts of these systems relate to each
other and to the systems as a whole. Social workers apply
systems theory to micro, meso , and macro levels of practice, in
order to understand the dynamic interrelations between
individuals, families, institutions, and societies. Generally,
social workers want to identify how a system functions, what
aspects of that system have a negative impact on people, and
understand how they can cause positive change in that system.
For this week’s Discussion
, review this week’s resources, including the course-specific
case studies provided. Select either the case study for Noah or
Carl, as well as a theory from this week’s assigned reading.
Then, consider the various social systems involved in the
course-specific case study you selected and how the social
systems might relate to one another. Finally, think about the
systems theory you selected and how it can be applied to that
case study.
·
Post
an explanation of the various social systems involved in the
case study you selected.
·

2. Be sure to reference in your post the client from the course-
specific case study you selected.
·
Then, explain how these social systems might relate to one
another.
·
Finally, describe the systems theory you selected and explain
how you might apply it to that case study using specific social
work skills.
References (use 2 or more)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Concentration year.
Baltimore, MD: Laureate International Universities Publishing
[VitalSource e-reader]
.
·
Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012).
Contemporary human behavior theory: A critical perspective for
social work
(3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.
o
Chapter 2, “Systems Theory” (pp. 25–58)

3. ·
Green, D., & McDermott, F. (2010). Social work from inside
and between complex systems: Perspectives on person-in-
environment for today's social work.
British Journal Of Social Work
,
40
(8), 2414–2430.
Retrieved from the Walden Library databases.
·
Sutphin, S. T., McDonough, S., & Schrenkel, A. (2013). The
role of formal theory in social work research: Formalizing
family systems theory.
Advances In Social Work
,
14
(2), 501–517.
Retrieved from the Walden Library databases.
Working With Children and Adolescents: The Case of
Noah
Working With Children and Adolescents: The Case of Noah
Noah is a 10-year-old, multiracial male who is currently in
foster care. Prior to the foster care placement, he was
hospitalized three times in 3 months as a result of increased

4. aggression, disruptive outbursts, and self-harm behaviors. Noah
has a long history of dangerous behaviors, including twice
jumping out of a moving vehicle, breaking a peer’s leg, making
suicidal and homicidal threats, and killing a dog. Noah was
living with his mother, stepfather, full brother (Edgar), and
three half-siblings in his home state before his dangerous
behaviors increased in severity 2 years ago. At that point,
Noah’s mother’s marriage ended, and she left Noah and his
brother Edgar in the care of his paternal grandfather in another
state. Noah’s behavior during this period included cutting
himself, fighting, and threatening to burn the school down. The
latter two incidents resulted in Noah’s suspension from school.
His grandfather sought assistance from the county, and social
services began working with the family. However, Noah
continued to exhibit behavioral problems, including those that
resulted in his hospitalizations. After his last hospitalization,
Noah’s mother took him and Edgar to live with her in a
different county. The hospital made a referral for a children’s
mental health caseworker to work with the family. Within a
month of reuniting, Noah’s mother called law enforcement in
response to Noah’s out-of-control behavior. Noah had been
running down the highway and screaming that his mother had
put bleach in his eyes. His mother explained her concerns to the
case manager, saying that she was overwhelmed with Noah’s
behavior and felt she could not handle him any longer. The
county had been receiving child protection reports regarding
Noah’s out-of-control behavior as well as concerns that his
mother was not taking Noah to medical appointments or giving
him medication as prescribed. Noah was then placed in his
current foster home where he has been for the last 9 months.
Child Protective Services developed a reunification plan upon
his placement in the foster home. Services provided for Noah
include individual and family counseling, medication
management, and weekly supervised visitation with his mother.
Noah’s most current diagnosis is mood disorder, not otherwise
specified (NOS); attention deficit hyperactivity disorder

5. (ADHD), combined type; and learning disorder, NOS. His
current medications include Abilify® and Concerta®. His full
scale IQ is 72 and he receives special education services. I
began working with Noah after he was placed in his foster
home. During my initial intake with his mother, she stated that
Noah met all of his developmental milestones on time. She
denied any alcohol or drug use during her pregnancy but
admitted to smoking cigarettes. She described Noah as active
and having a temper from an early age. She said his
kindergarten teacher had voiced concerns about his inattention
and behavior, and it had been recommended that he be evaluated
for ADHD. After Noah had set a fire in his home’s bathroom,
his mother had him examined, and he was diagnosed with
ADHD and prescribed medication. There is no known history of
sexual abuse, and Noah’s mother reports that while she and her
ex-husband had frequent verbal fights, there was no physical
abuse in the home. Within his current foster home there have
been some difficult moments, but Noah has acclimated to the
family. He attends their church and is involved in the church’s
youth program. Noah and his foster brother get along and enjoy
each other’s company. Noah’s foster parents are active
participants in working with Noah’s plan and maintain good
communication with his providers. At our first session, Noah
explained he was in foster care because “my mother can’t take
care of me.” I asked if there was anything he would like to
change about himself, and he said to “act better” so he could
live with his mother again. My assessment made clear that
although Noah is 10 years old, his developmental level is
younger. I began working with him using cognitive behavioral
play therapy. Noah’s play was very aggressive, and he struggled
with appropriately expressing himself and working through
different play-based scenarios. I focused on improving Noah’s
coping skills. Noah has begun to identify his feelings, and he
has learned about triggers related to his anger and the impact on
his thoughts and feelings. Noah has continued to have scheduled
supervised visitations with his mother; however, she has failed

6. to keep many of her scheduled visits. On the days she misses
appointments, Noah exhibits increased negative behaviors at
school and at the foster home. As part of my role, I am in
contact with his foster mother and CPS social worker. It became
clear that Noah’s mother had not been following through with
the reunification plan, and social services is pursing termination
of her parental rights. Noah’s foster mother reported that she
and her husband would like to adopt Noah. They are unsure of
how to talk to him about the upcoming termination hearing and
their interest in adoption. I offered to facilitate this discussion
with Noah and his foster parents. In preparation for the
upcoming court hearing to terminate parental rights, the social
worker discovered Noah’s maternal grandmother was full-
blooded Native American and has tribal registration. This
information had not been in any of Noah’s prior records.
According to the Indian Children Welfare Act (ICWA), the
registered tribe needs to be included in Noah’s placement plan.
ICWA sets federal requirements that apply to state child
custody proceedings involving an Indian child who is a member
of or eligible for membership in a federally recognized tribe.
The CPS social worker states Noah will need to be placed in a
Native American foster home.
Discussion 2: Neurobiology, Client Presentation, and
Pharmacological Treatment Plans

7. Developing appropriate pharmacological treatment plans
requires medical and mental health professionals to consider all
potential factors that may be contributing to the client’s
psychopathology. Contributing factors may include family
history of mental illness (Preston, O’Neal, & Talaga, 2010),
personal history, life circumstances, and drug abuse.
Additionally, neurotransmitter malfunctions (genetic or self-
induced) may manifest as diagnosable mental illnesses. Mental
health care teams (e.g., counselors, medical doctors,
psychiatrists, psychologists, social workers, and support teams)
need to consider all of these factors in diagnosing and treating
psychopathology.
For this Discussion, review the document “Neurobiology
Considerations Case Study: Suzy” found in this week’s
Learning Resources and consider the recommendations you
might make to treat Suzy.
·
Post
a brief description of the possible pharmacological
recommendations for treating Suzy.
·
Explain any neurobiological considerations that inform your
recommendations.
·
Explain the benefits and limitations of your recommendations.
·
Justify your recommendations based on the Learning Resources
and current literature.

8. References (use 2 or more)
·
Lichtblau, L. (2011).
Psychopharmacology demystified
. Clifton Park, NY: Delmar, Cengage Learning.
·
Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017).
Handbook of clinical psychopharmacology for therapists
(8th ed.)
.
Oakland, CA: New Harbinger.
·
·
National Institute of Mental Health. (2008).
Introduction: Mental health medications
. Retrieved from
http://www.nimh.nih.gov/health/publications/mental-health-
medications/index.shtml
·
National Institute of Neurological Disorders and Stroke. (2014).
Brain basics: Understanding sleep

9. . Retrieved on from
http://www.ninds.nih.gov/disorders/brain_basics/understanding_
sleep.htm#sleep_disorders
·
Document:
Neurobiology Considerations Case Study: Suzy (PDF)