MHW-512 Meeting Observation Worksheet As a mental health worker, it is important to know the effects substance abuse and addictions can have on the family system. This assignment will help you learn this concept. Conduct research in your community for a ground or online meeting place that deals with substance abuse/addiction. You will need to attend a meeting and write about it to complete this assignment. Be sure to contact the group ahead of time to discuss the rules of student visitors (i.e., no notetaking, no communicating with attendees) Contact the group leader. Explain that you will not be sharing, just observing the meeting. Select from the following types of groups: · Alcoholics Anonymous meeting · Narcotics Anonymous meeting · Parents of Addicted Loved Ones (PALs) meeting · Celebrate Recovery meeting · Domestic violence meeting After the meeting, answer the following prompts: Name of Meeting that you Attended: Meeting Date: Meeting Time: Meeting Location: Approximate number of participants: Describe the model you observed. What worked within the model? Why do those formats/models work? (100-150 words) What were some possible hindrances to that sort of setting? (75-100 words) In the meeting, explain if possible traumas within the families was apparent or not. (50-75 words) Explain if you observed empathy or not. If so, provide an example. If not, explain if sympathy was observed. (75-100 words) Explain how cultural awareness was a part of the group structure or not. (50-75 words) Explain if connections made through vulnerability and authenticity were apparent or not. (75-100 words) Why did you select the group/meeting you selected? (50-75 words) What was it like for you to sit in the meeting and observe? How do you see this impacting your future/current career in mental health? (150-200 words) © 2016. Grand Canyon University. All Rights Reserved. © 2016. Grand Canyon University. All Rights Reserved. Adolescent Case © 2021 Walden University, LLC 1 Adolescent Case Program Transcript INTRODUCTION Warning: The following scenario discusses depression and suicide. It can be emotionally triggering. The scenario lasts 8–11 minutes. If you need to exit the scenario, please stop at any time. You are preparing to meet with a high school student who has abruptly started skipping classes and failing assignments. A friend of the student recently committed suicide, which may be the cause of her disengagement. The parent and school administration have agreed the student will leave early today to attend counseling. You are waiting for her to arrive. NOTE: When you click on a hyperlink in this document, you will move to the intended result of the described response or action. YOUR OFFICE (You are seated behind your desk facing your closed office door. There is a knock on the door, it opens, and your client enters your office.) CLAIRE: Hi, I’m here for my appointment. I’m Claire. (closes door) ...

1. MHW-512 Meeting Observation Worksheet
As a mental health worker, it is important to know the effects
substance abuse and addictions can have on the family system.
This assignment will help you learn this concept.
Conduct research in your community for a ground or online
meeting place that deals with substance abuse/addiction. You
will need to attend a meeting and write about it to complete this
assignment. Be sure to contact the group ahead of time to
discuss the rules of student visitors (i.e., no notetaking, no
communicating with attendees) Contact the group leader.
Explain that you will not be sharing, just observing the meeting.
Select from the following types of groups:
· Alcoholics Anonymous meeting
· Narcotics Anonymous meeting
· Parents of Addicted Loved Ones (PALs) meeting
· Celebrate Recovery meeting
· Domestic violence meeting
After the meeting, answer the following prompts:
Name of Meeting that you Attended:
Meeting Date:
Meeting Time:
Meeting Location:
Approximate number of participants:
Describe the model you observed. What worked within the
model? Why do those formats/models work? (100-150 words)
What were some possible hindrances to that sort of setting? (75-
100 words)

2. In the meeting, explain if possible traumas within the families
was apparent or not. (50-75 words)
Explain if you observed empathy or not. If so, provide an
example. If not, explain if sympathy was observed. (75-100
words)
Explain how cultural awareness was a part of the group
structure or not. (50-75 words)
Explain if connections made through vulnerability and
authenticity were apparent or not. (75-100 words)
Why did you select the group/meeting you selected? (50-75
words)
What was it like for you to sit in the meeting and observe? How
do you see this impacting your future/current career in mental
health? (150-200 words)
© 2016. Grand Canyon University. All Rights Reserved.
© 2016. Grand Canyon University. All Rights Reserved.
Adolescent Case
© 2021 Walden University, LLC
1
Adolescent Case

3. Program Transcript
INTRODUCTION
Warning: The following scenario discusses depression and
suicide. It can be
emotionally triggering.
The scenario lasts 8–11 minutes. If you need to exit the
scenario, please stop at any
time.
You are preparing to meet with a high school student who has
abruptly started skipping
classes and failing assignments. A friend of the student recently
committed suicide,
which may be the cause of her disengagement. The parent and
school administration
have agreed the student will leave early today to attend
counseling. You are waiting for
her to arrive.
NOTE: When you click on a hyperlink in this document, you
will move to the intended
result of the described response or action.
YOUR OFFICE
(You are seated behind your desk facing your closed office
door. There is a knock on
the door, it opens, and your client enters your office.)

4. CLAIRE: Hi, I’m here for my appointment. I’m Claire. (closes
door)
(Your client is seated on the couch with her arms crossed and
looking toward the
ground.)
o Click here to continue to Decision Point 1.
Adolescent Case
© 2021 Walden University, LLC
2
DECISION POINT 1
First, assess your client’s body language; something you should
be doing constantly.
What do you interpret?
1. YOUR RESPONSE: She doesn’t want to be here.
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 1
-OR-

5. 2. YOUR RESPONSE: She looks uncomfortable.
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 1
RESPONSE 1 – FEEDBACK
• Right. There are lots of ways to interpret body language. Make
sure you
are doing these kinds of mental checks often.
o Click here to continue to Decision Point 2.
RESPONSE 2 – FEEDBACK
• Right. There are lots of ways to interpret body language. Make
sure you
are doing these kinds of mental checks often.
o Click here to continue to Decision Point 2.
Adolescent Case
© 2021 Walden University, LLC
3
DECISION POINT 2

6. How do you begin the session?
1. YOUR RESPONSE: Ask about her day.
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 2
-OR-
2. YOUR RESPONSE: Let her know this space is safe and
confidential.
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 2
RESPONSE 1 – FEEDBACK
• Starting with small talk works, but before asking what’s going
on, make
sure she knows that this space is safe and confidential, unless
she
mentions hurting herself or others.
o Click here to let her know this space is safe and confidential.
RESPONSE 2 – FEEDBACK
CLAIRE: So, you can’t tell anyone about this? (shakes head as
though she’s

7. confused) OK.
• Right. There are lots of ways to interpret body language. Make
sure you
are doing these kinds of mental checks often.
o Click here to continue to Decision Point 3.
Adolescent Case
© 2021 Walden University, LLC
4
DECISION POINT 3
How do you proceed?
1. YOUR RESPONSE: Tell her that her parents are worried
about her.
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 3
-OR-
2. YOUR RESPONSE: Ask her about problems at school.
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS

8. RESPONSE FOR
DECISION POINT 3
-OR-
3. YOUR REPONSE: Ask her why she’s here.
RESPONSE OPTION 3 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 3
RESPONSE 1 – FEEDBACK
CLAIRE: (sarcastically) Sorry!
o Click here to ask her why she is here.
RESPONSE 2 – FEEDBACK
CLAIRE: (defiantly) What problems?
o Click here to ask her why she is here.
RESPONSE 3 – FEEDBACK
CLAIRE: My dad said I had to. (shakes head) It really sucks.
Like, I didn’t choose
to be here.
o Click here to continue to Decision Point 4.

9. Adolescent Case
© 2021 Walden University, LLC
5
DECISION POINT 4
Active listening can inspire trust and encourage her to interact
with her emotions.
Indirect questions like these can help facilitate direct mental
health questions later on.
1. YOUR RESPONSE: “Sometimes we have to go places we
don’t choose.”
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 4
-OR-
2. YOUR RESPONSE: “Your dad only said that because he
cares.”
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 4
-OR-
3. YOUR REPONSE: “It sounds like things are out of your
control. How does
that feel?”

10. RESPONSE OPTION 3 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 4
RESPONSE 1 – FEEDBACK
CLAIRE: OK, I get it. You don’t have to talk to me like a kid.
• Be careful, this may come off as condescending. You want to
create a
comfortable environment.
o Click here to say, “I apologize, that was insensitive. Can we
start
over?”
CLAIRE: Yeah, fine. Let’s just get this over with. (looks out
the window)
• Since the client didn’t choose to be here, ask if she feels like
things are out
of her control.
o Click here to say, “It sounds like things are out of your
control. How
does that feel?”

11. Adolescent Case
© 2021 Walden University, LLC
6
RESPONSE 2 – FEEDBACK
CLAIRE: What the hell! Whose side are you on here?
• Be careful, you are meant to be a neutral party. It’s important
to maintain
trust through active listening.
o Click here to say, “I apologize, that was insensitive. Can we
start
over?”
CLAIRE: Yeah, fine. Let’s just get this over with. (looks out
the window)
• Since the client didn’t choose to be here, ask if she feels like
things are out
of her control.
o Click here to say, “It sounds like things are out of your
control. How
does that feel?”
RESPONSE 3 – FEEDBACK
• Affirming your client’s feelings is a great way to keep
building trust.

12. o Click here to Continue to Decision Point 5.
Adolescent Case
© 2021 Walden University, LLC
7
CLAIRE: It feels awful. Like no one’s listening to me. (shakes
head) At least I
don’t have to go to rehearsal anymore.
DECISION POINT 5
Now that the client has opened up, what can you do to keep the
conversation going?
1. YOUR RESPONSE: Ask about problems at school.
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 5
-OR-
2. YOUR RESPONSE: Ask what she does for fun.
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS

13. RESPONSE FOR
DECISION POINT 5
-OR-
3. YOUR REPONSE: Ask about rehearsal.
RESPONSE OPTION 3 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 5
RESPONSE 1 – FEEDBACK
CLAIRE: What problems? Why does everyone think there is
some kind of big
problem? I’m fine. What’s your problem? (gestures toward you)
• Don’t be too quick to jump to a “problem.” This kind of
language can make
a client think they’ve done something wrong.
o Click here to say, “You’re right. I was out of line.”
CLAIRE: Whatever. (looks out the window)
• Try asking about rehearsal because she just brought that up.
o Click here to ask about rehearsal.
RESPONSE 2 – FEEDBACK
CLAIRE: I don’t know…stuff. (looks away shaking her head)
• Claire already mentioned an interest, so this question might

14. come off like
you aren’t listening.
o Click here to ask about rehearsal.
RESPONSE 3 – FEEDBACK
CLAIRE: It’s nothing. It’s just a dumb play. I don’t really want
to talk about it.
(looks out the window)
o Click here to continue to Decision Point 6.
Adolescent Case
© 2021 Walden University, LLC
8
DECISION POINT 6
Notice how she shuts down after being asked about the play.
This may require a more
direct approach. How should you proceed?
1. YOUR RESPONSE: Change the subject.
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 6
-OR-

15. 2. YOUR RESPONSE: Keep the discussion focused on
rehearsal.
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 6
RESPONSE 1 – FEEDBACK
• She may be backpedaling from emotional tension. It’s
important to
recognize she can’t work through her emotions if she avoids
them.
o Click here to keep the discussion focused on rehearsal.
RESPONSE 2 – FEEDBACK
• Pushing on a point of tension can be uncomfortable, but your
role is to
help her work through emotions. She can’t do that if she avoids
them.
o Click here to continue to Decision Point 7.
Adolescent Case
© 2021 Walden University, LLC

16. 9
CLAIRE: (looks directly at you) Oh, you want to hear about the
play.
(sarcastically) It’s great. So great Jules would rather kill herself
than be in it.
DECISION POINT 7
Careful. Claire is starting to talk flippantly about suicide. How
will you proceed?
1. YOUR RESPONSE: Tell her she shouldn’t joke about
suicide.
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 7
-OR-
2. YOUR RESPONSE: Ask about Jules.
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 7
RESPONSE 1 – FEEDBACK
• This isn’t the recommended way to treat someone dealing with
loss.
Strong reactions may be coping mechanisms.

17. o Click here to ask about Jules.
RESPONSE 2 – FEEDBACK
• It may be tough, but she brought Jules up, so it makes sense to
stay on
the topic.
o Click here to continue to Decision Point 8.
Adolescent Case
© 2021 Walden University, LLC
10
CLAIRE: She was my best friend, and she’s gone. Everyone
keeps telling me,
“You’ll be OK Claire,” but … (shrugs) I honestly don’t think I
will. And my parents
are all, “Keep doing the play, Claire. It’s good for you, Claire.
Keep hanging out
with your friends, Claire. Keep being normal, Claire.” And I
have to keep playing
along and going to those stupid rehearsals even though it
reminds me of her.
(crying as she puts her head in her hand).
DECISION POINT 8

18. How should you proceed when a client starts crying?
1. YOUR RESPONSE: Get up and sit next to her to reassure
her.
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 8
-OR-
2. YOUR RESPONSE: Tell her it will be alright.
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 8
-OR-
3. YOUR REPONSE: Let her cry, offer tissues.
RESPONSE OPTION 3 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 8
RESPONSE 1 – FEEDBACK
• Careful. You want to avoid crowding people who are crying.
You are there
to create a relaxed, safe place.
o Click here to let her cry and offer tissues.
RESPONSE 2 – FEEDBACK

19. • You can’t guarantee it will be alright, and saying it can
minimize someone’s
feelings, making them feel even worse.
o Click here to let her cry and offer tissues.
RESPONSE 3 – FEEDBACK
• This is the correct course of action.
o Click here to continue to Decision Point 9.
Adolescent Case
© 2021 Walden University, LLC
11
DECISION POINT 9
What do you say next?
1. YOUR RESPONSE: “What’s the thought that made you cry?”
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 9
-OR-

20. 2. YOUR RESPONSE: “Don’t you feel better?”
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 9
-OR-
3. YOUR REPONSE: “Can we talk more about what you’re
feeling?”
RESPONSE OPTION 3 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 9
RESPONSE 1 – FEEDBACK
• Make sure your client continues interacting with her feelings,
not just her
thoughts.
o Click here to ask, “Can you talk more about what you’re
feeling?”
RESPONSE 2 – FEEDBACK
• Try not to assume her feelings. Instead, ask about the cause.
o Click here to ask, “Can you talk more about what you’re
feeling?”
RESPONSE 3 – FEEDBACK
CLAIRE: (crying) I was … I was remembering Jules and how

21. happy she was last
year during callbacks. Callbacks were posted, and she got the
part she wanted. I
think that was the last time I saw her so happy. (pauses, then
with voice
quivering) And now I won’t see her that happy again. (continues
to cry and puts
her head in her hand)
• The client seems to be opening up more.
o Click here to continue to Decision Point 10.
Adolescent Case
© 2021 Walden University, LLC
12
CLAIRE: (crying) I’m sorry. It’s been so hard to deal with her
(pauses), with her
being gone. I felt really alone. I haven’t talked about it with
anyone since it
happened.
ACTION POINT
At this point, it might be a good idea to perform a suicide
assessment.

22. DECISION POINT 10
What signs (if any) have you noticed up to this point that could
prompt a mental health
evaluation?
1. YOUR RESPONSE: Recklessness
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 10
-OR-
2. YOUR RESPONSE: Dramatic changes in mood
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 10
-OR-
3. YOUR REPONSE: Withdrawing from friends, family, or
society
RESPONSE OPTION 3 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 10
OR-
4. YOUR REPONSE: Rage or anger

23. RESPONSE OPTION 4 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 10
OR-
5. YOUR REPONSE: None of these
RESPONSE OPTION 5 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 10
Adolescent Case
© 2021 Walden University, LLC
13
RESPONSE 1 – FEEDBACK
• The client hasn’t presented this sign but is withdrawn and has
had a slightly
unstable mood. You will need to monitor these as you go
forward.
o Click here to continue with session.
RESPONSE 2 – FEEDBACK
• True. This, as well as withdrawing from school, is a factor you
will need to

24. monitor as you go forward.
o Click here to continue with session.
RESPONSE 3 – FEEDBACK
• True. This, as well as changes in mood, are factors you will
need to
monitor as you go forward.
o Click here to continue with session.
RESPONSE 4 – FEEDBACK
• The client hasn’t presented this sign but is withdrawn and has
had a slightly
unstable mood. You will need to monitor these as you go
forward.
o Click here to continue with session.
RESPONSE 5 – FEEDBACK
• The client has presented a few of these signs. If you have time
after
completing the experience, go back and rewatch the interactions
up to this
point.
o Click here to Continue with session.

25. ACTION POINT
Considering the Columbia Suicide Severity Scale, now is the
time to ask a suicide
ideation prompt. It may seem overly direct, but it’s important to
be able to ask this
question like you’d ask any other.
o Click here to ask, “Have you had any thoughts about killing
yourself?”
CLAIRE: What, of course not. I’m just … I’m trying to not let
everyone down. I …
I feel like I can’t talk about this with anyone. Everyone is
trying to help, but
nobody listens. (pauses) You’re not going to tell anyone about
this, are you?
• Reaffirm that this conversation is confidential, unless the
client mentions
hurting herself or others.
o Click here to continue to Decision Point 11.
Adolescent Case
© 2021 Walden University, LLC
14

26. DECISION POINT 11
The client is still quite emotional but seems to have opened up
to the conversation. How
will you proceed in a gentle way?
1. YOUR RESPONSE: “It’s not your fault, you couldn’t have
known this
would happen.”
RESPONSE OPTION 1 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 11
-OR-
2. YOUR RESPONSE: “You have to remember, she’s in a better
place now.”
RESPONSE OPTION 2 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 11
-OR-
3. YOUR REPONSE: “It’s OK to cry, maybe it would help to
talk about what
happened?”
RESPONSE OPTION 3 – CLICK HERE TO CHOOSE THIS
RESPONSE FOR
DECISION POINT 11

27. RESPONSE 1 – FEEDBACK
CLAIRE: It’s not my fault? How would you even know. You
don’t even know
anything about it. She told me she was going to do it. She joked
about it, and I
just ignored her like it wasn’t serious. (shakes head) How is it
not my fault?
• Statements like “it’s not your fault” or “she’s in a better
place” can minimize
a client’s feelings. Remember to give her space.
o Click here to ask, “Can you talk more about what you’re
feeling?”
RESPONSE 2 – FEEDBACK
CLAIRE: (crying and sarcastically) She’s in a better place now?
What does that
even mean? She’s gone! You know I … I didn’t listen when she
joked about
killing herself, and I just … (pauses) I just went about my life
like nothing was
wrong.
• Statements like “it’s not your fault” or “she’s in a better
place” can minimize
a client’s feelings. Remember to give her space.
o Click here to ask, “Can you talk more about what you’re
feeling?”
RESPONSE 3 – FEEDBACK
CLAIRE: I just … (pauses) all I can think about is how Jules

28. joked about wanting
to die and how she was going to do it. I just ignored it like it
was nothing.
• Though the client is still in obvious emotional pain, it’s a
good sign she
feels open enough to talk it through.
Adolescent Case
© 2021 Walden University, LLC
15
o Click here to continue to Conclusion.
CLAIRE: God, why is this so hard. I can’t stand feeling like
this all the time. It’s
made every day a drag. (pauses) I can’t believe I waited this
long to talk to
someone about it.
CONCLUSION
You’ve completed the exercise.
Click here to start the experience again.
Adolescent CaseProgram TranscriptINTRODUCTIONYOUR

29. OFFICECLAIRE: Hi, I’m here for my appointment. I’m Claire.
(closes door)(Your client is seated on the couch with her arms
crossed and looking toward the ground.)DECISION POINT
1DECISION POINT 2CLAIRE: So, you can’t tell anyone about
this? (shakes head as though she’s confused) OK.DECISION
POINT 3DECISION POINT 4DECISION POINT 5DECISION
POINT 6DECISION POINT 7DECISION POINT 8DECISION
POINT 9ACTION POINTDECISION POINT 10ACTION
POINTDECISION POINT 11CONCLUSION