READING
CHAPTER TWO The Assessment Phase
· Referral, screening, and assessment begin our work with HIV clients. We get a referral, then screen to see if there is a match between the referrals and the family service center. This includes a home visit and verification of HIV status. An assessment of the family follows. Its purpose is to identify needs.
—Caseworker, Bronx, NY
Assessment means appraisal or evaluation of a situation, the person(s) involved, or both. As the initial stage in helping, assessment generally focuses on identifying the problem and the resources needed to resolve it. Focusing on the people who are involved includes attention to client strengths that can be a valuable resource to encourage client participation and facilitate problem solving. The benefits of the strengths-based approach to assessment were discussed in Chapter One. As the opening example shows, data are gathered and assessed at this phase to show the applicant’s problem in relation to the agency’s priorities. Identifying possible actions and services and determining who will handle the case are also part of the assessment phase. In this example, a preliminary screening follows the referral. This chapter explores the assessment stage of the helping process: the initial contact with an applicant for assistance, the interview as a critical component in data gathering, and the case record documentation that is required during this phase. You can refer to Figure 2.1 to see the place assessment has in the helping process. The assessment phase concludes with the evaluation of the application for services. For each section of the chapter, you should be able to accomplish the following objectives.
Application for Service
· ■ List the ways in which potential clients learn about available services.
· ■ Compare the roles of the helper and the applicant in the interview process.
· ■ Define interview.
· ■ Distinguish between structured and unstructured interviews.
· ■ State the general guidelines for confidentiality.
· ■ Define the helper’s role in evaluating the application.
· ■ List the two questions that guide assessment of the collected information.
Case Assignment
· ■ Compare the three scenarios of case assignment.
Documentation and Report Writing
· ■ Distinguish between process recording and summary recording.
· ■ List the content areas of an intake summary.
· ■ State the reasons for case or staff notes.
Figure 2.1 The Helping Process
Application for Services
Potential clients or applicants learn about available services in a number of ways. Frequently, they apply for services only after trying other options. People having problems usually try informal help first; it is human nature to ask for help from family, friends, parents, and children. Some people even feel comfortable sharing their problems with strangers waiting in line with them or sitting beside them. A familiar physician or pastor might also be consulted on an informal basis. On the other hand, some ...
CHAPTER ONE Introducing the Helping Process· I work at an agenc.docxtiffanyd4
CHAPTER ONE Introducing the Helping Process
· I work at an agency that serves adolescent females. The length of stay at our short-term facility varies from 14 to 30 days, depending on their situation. We have kids who are in state custody and need temporary housing, juvenile court placements, homeless, or in crisis. Individual and family therapy, psycho-educational groups, health assessments, and food, clothing, and shelter are provided by the agency.
— A caseworker in St. Louis, MO
There is a variety of helping professions committed to helping those in need. Those professions in settings such as mental health, substance abuse, criminal justice, welfare, education, child and youth services, and legal aid, to name a few, are committed to helping clients address issues that emerge from problems in living. These professionals, committed to viewing clients from a holistic point of view, support client growth in areas such as social, physical, and mental health and financial, spiritual, educational, and vocational issues. The helping process is a fundamental way that professionals reach out to those in need and provide the support and structure necessary to influence their potential to develop and grow in positive ways. In this text we present knowledge and skills that will help you prepare to help others.
This chapter introduces you to a model of helping that guides many professionals who work in human service delivery. Helping is a purposeful undertaking that generally moves through three phases. We say “generally” because people are often unpredictable, problems or situations change, or services are disrupted for other reasons. The three phases of this helping model are not discrete categories with specific time limits. Rather, they illustrate the flow of the helping process that is individualized to each person, situation, or both.
This chapter also introduces the three components of the helping process: case review, documentation and report writing, and client participation. Both a strengths-based approach to the process and the ethical considerations that undergird the process are important parts of this chapter. Focus your reading and study on the following objectives, which you should be able to accomplish after reading the chapter.
Phases of the Helping Process
· ■ List the three phases of the helping process.
· ■ Identify the two activities of the assessment phase.
· ■ Illustrate the role of data gathering in assessment and planning.
· ■ Describe the helper’s role in implementation.
Three Components of the Helping Process
· ■ Define case review and list its benefits.
· ■ Support the need for documentation and report writing.
· ■ Trace the client’s participation in the three phases of the helping process.
Strengths-Based Approach to the Helping Process
· ■ Describe this approach as it relates to each phase of the helping process.
· ■ Discuss the advantages of this approach.
Ethical Considerations
· ■ List the principles that undergird pr.
Readings and ResourcesReadings and ResourcesArticles, Websites.docxcargillfilberto
Readings and Resources
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on special writing within agencies such as transfer/discharge, letters for lobbying advocacy, and client reports to other agencies.
·
Agency-based writing - Letters. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). New York, NY: Springer Publishing Company.
Service Coordination
Chapter 10Chapter Introduction
· Chapter Ten addresses Social Work Case Management Standard 6, Service Planning, Implementation, and Monitoring, and Standard 8, Interdisciplinary Collaboration.
· Chapter Ten addresses Human Service–Certified Board Practitioner Competency 4, Case Management, which is focused on service coordination.
My company does something a little bit different than case management. It’s case management and then it’s more. We are actually called resource coordinators. My agency is the premier provider for therapeutic foster care in the region … The reason our agency was started was because a man who was working for human services figured out that a lot of these kids who have pretty serious needs aren’t getting their needs met by the department and need specialized, intensive treatment and support.
—Jessica Brothers-Brock, 2012, text from unpublished interview. Used with permission
.
This chapter explores service coordination as a critical component of modern case management. We examine the coordination and monitoring of services as well as the skills that will help you perform these roles. After reading the chapter, you should be able to accomplish the following objectives.
Coordinating Services
· Describe a systematic selection process for resources.
· Discuss why networking is important.
· Identity strategies for creating a network of professional colleagues.
· Make an appropriate referral.
· Identify the activities involved in monitoring.
· List ways to achieve more effective communication with other professionals.
· Use technology and social media in coordinating servicesTeamwork
· Describe the purpose of a treatment team.
· Define departmental teams, interdisciplinary teams, and teams with family and friends.
· List the benefits of working in and with teams.
· Describe ways to address the challenges that teamwork brings.Ending Service Provision: Disengagement
· Describe the place of ending services in the case management process.
· List the steps used to end client services.
· Identity why clients may need to be transferred from one professional to another.
· Describe the transfer process.
· Discuss the purpose of a discharge plan.10-1
Introduction
One of the most important roles in case management is service coordination. Rarely can a human services agency or a single professional provide all the services a client needs. Because in-house services are limited by the agency’s mission, resources, and eligibil.
Resources:
https://work.chron.com/social-work-interviewing-skills-16544.html
·
Four-step writing process for professional practice. (2018). In Weisman, D., & Zornado, J. L., Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Chapter 7: Effective Intake Interviewing SkillsChapter Introduction
· Chapter Seven addresses Social Work Case Management Standard 5, Assessment.
· Chapter Seven addresses Human Service–Certified Board Practitioner Competency 2, Interviewing and Intervention Skills.
For clients, like those at Adult Community Support, or if someone wants to go into counseling services, there is a number to call that’s advertised on the website. If people drop in and want to get engaged in services, we will direct them through the intake line. They will call the intake line and describe what’s going on for them. The intake specialist will gather some initial information about eligibility through Medicare, Medicaid, those sorts of things. Then, we will assign that person to a case manager who is capable of doing intakes.
From Ellen Carruth, 2012, text from unpublished interview. Used with permission
.
This chapter focuses on effective interviewing in case management: the attitudes and characteristics of interviewers, the skills that make them effective interviewers, how these skills are used in structured interviews, and the pitfalls to avoid when interviewing. For each section of the chapter, you should be able to accomplish the following objectives.
Attitudes and Characteristics of Interviewers
· List two reasons why the attitudes and characteristics of the case manager are important to the interview process.
· Describe four populations of clients that may require the case manager’s approach to be culturally sensitive.
· Name five characteristics that make a good interview.
· Describe a physical space that encourages positive interactions between the client and the case manager.
· List barriers that discourage a positive interview experience.Essential Communication Skills
· List the essential communication skills that contribute to effective interviewing.
· List three interviewing skills.
· Support the importance of listening as an important interviewing skill.
· Offer a rationale for questioning as an art.
· Write a dialogue illustrating responses that a case manager might use in an intake interview.Interviewing Pitfalls
· Name four interviewing pitfalls.
· Describe each of these pitfalls.7-1Introduction
Interviewing is described in
Assessment Phase of Case Management as directed conversation or professional conversation. Many helpers consider it an art as well as a skilled technique that can be improved with practice. In case management, the intake interview is a starting point for providing help. Its main purpose is to obtain an understanding of the problem, the situation, and the applicant. A clear stateme ...
SOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL .docxsamuel699872
SOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORK
HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS
Nunavik Counselling
and Social Work Training Program
Spring 2011
� Always take seriously the
problem experienced by
the clients.
� Be persuasive in pursuit
of service for the client.
� Work creatively with
them toward achieving
solutions.
Important reminder for social Important reminder for social
workerworker
solutions.
� Properly assess needs
and identify the request
for assistance from the
client.
� Applicants; a client request services of a social
worker to deal with internal or external problem
(teachers, nurses, doctors, employers, family
members)
� Referrals; client who did not apply for service.
Person who are referred vary in the extent to which
they perceive that referrals as a source of pressure or
simply as a source of potential assistance.
Involuntary clients; who respond to perceived
Potential clientsPotential clients
� Involuntary clients; who respond to perceived
requirements to seek help as a result of pressure
from other persons or legal sources.
Clients are facing a situation of
disequilibrium in which they can
potentially enhance their problem-solving
ability by developing new resources or
employing untapped resources in ways
that reduces tension and achieve mastery that reduces tension and achieve mastery
over problems.
� Clients are facing a
situation of
disequilibrium in
which they can
potentially enhance
their problem-
solving ability by
developing new developing new
resources or
employing untapped
resources in ways
that reduces tension
and achieve mastery
over problems.
Reflective activity 1 disequilibrium vs change =
transition
� Phase 1: Exploration, engagement,
assessment and planning.
� Phase 2: Implementation, achieve goal
and attainment goal.
Phase 3: Termination.
The helping process in social workThe helping process in social work
� Phase 3: Termination.
� The first phase lays
the groundwork for
subsequent
implementation of
interventions and
strategies aimed at
resolving client’s
problems and
Phase 1: Exploration, engagement, Phase 1: Exploration, engagement,
assessment and planningassessment and planning
problems and
promoting problem
solving skills.
Keys steps in helping Keys steps in helping
relationshiprelationship
� Exploring client’s problem by eliciting
comprehensive data about the person(s), the
problem, and environmental factors, including forces
influencing the referral for contact.
� Establishing rapport and enhancing motivation.� Establishing rapport and enhancing motivation.
� Formulating a multidimensional assessment of
the problem, identifying systems that play a
significant role in difficulties, and identifying relevant
resources that can be tapped or must be developed.
� Mutually.
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
EACH SET OF 2 HAS ITS OWN INSTRUCTIONS Guided Response R.docxjoellemurphey
EACH SET OF 2 HAS ITS OWN INSTRUCTIONS:
Guided Response:
Respond to at least two of your classmates’ postings. When responding to your classmates, please provide a resource located in your region that assists clients with acquiring interview and professional clothing (e.g., a clothing closet at a church such as Hope Ministries Clothes Closet of Bushnell, FL; Dress for Success of Phoenix, AZ; Bottomless Closet of Milwaukee, WI; etc.). Explain what the resource offers clients—be specific. Support your initial and subsequent posts by citing at least two scholarly and peer-reviewed sources in addition to the course text. The
Scholarly, Peer-Reviewed, and Other Credible Sources
(Links to an external site.)
table offers additional guidance on appropriate source types.
TAMMY’S POST:
The scenario
As a human service professional, the agency I represent only provides career assistance, none of which is monetary; all other assistance is a referral to other resources. My sincerely motivated client cannot afford clothes for interviews. Other options have been exhausted.
Kitchener's ethical decision-making model
Kitchener's model is based on five assumptions that need to be at the core of any ethical evaluation and assumes that all ethical behaviors are presumed to be based on 1) autonomy, acting on free-will 2) beneficence, the intention is of benefit to the client, 3) nonmaleficence, actions are not harmful to the client, 4) justice, respect to rights and dignity of client and agency, and 5) fidelity, to commit to client need as appropriate to agency mission (Martin, 2018).
Applying the NOHS ethical principle to my rationale
The NOHS preamble states its purpose as providing human service professionals and educators with guidelines to manage ethical dilemmas effectively broken down into two sections. The first section focusing on human service professionals standards, and the second section focusing on human service educator standards. The human service professional standards categorize responsibilities of and to the client, community, and agency. The standards hone in on respect for dignity, honoring integrity, doing no harm, and avoiding exploitation by maintaining self-awareness and awareness of historical and current global influences that impact oppression and marginalization and demonstrate ethical personal and professional aspects. A human service professional has a duty to clients to recognize client strengths, a right to confidentiality, protect client records, avoid intimate relationships with clients, and not impose personal biases and values. To the public and society, these standards extend a professional obligation to provide services without discrimination or bias, the awareness of laws and advocacy if these violate client rights, how social and political issues impact diversity, and social justice advocacy eliminate oppression (Martin, 2018).
My mission and rationale
To choose a profession upholding clients' empowerment st.
Content
Introduction
Brief History of the Casework Process
Process in Case Work:
Intake and psycho-social study,
Tools and Techniques in the beginning phase
Social Diagnosis (Assessment)
Intervention (Treatment)
Termination and follow up
Evaluation
Tasks of the Social Case Worker
Role of the Social Case Worker
References
CHAPTER ONE Introducing the Helping Process· I work at an agenc.docxtiffanyd4
CHAPTER ONE Introducing the Helping Process
· I work at an agency that serves adolescent females. The length of stay at our short-term facility varies from 14 to 30 days, depending on their situation. We have kids who are in state custody and need temporary housing, juvenile court placements, homeless, or in crisis. Individual and family therapy, psycho-educational groups, health assessments, and food, clothing, and shelter are provided by the agency.
— A caseworker in St. Louis, MO
There is a variety of helping professions committed to helping those in need. Those professions in settings such as mental health, substance abuse, criminal justice, welfare, education, child and youth services, and legal aid, to name a few, are committed to helping clients address issues that emerge from problems in living. These professionals, committed to viewing clients from a holistic point of view, support client growth in areas such as social, physical, and mental health and financial, spiritual, educational, and vocational issues. The helping process is a fundamental way that professionals reach out to those in need and provide the support and structure necessary to influence their potential to develop and grow in positive ways. In this text we present knowledge and skills that will help you prepare to help others.
This chapter introduces you to a model of helping that guides many professionals who work in human service delivery. Helping is a purposeful undertaking that generally moves through three phases. We say “generally” because people are often unpredictable, problems or situations change, or services are disrupted for other reasons. The three phases of this helping model are not discrete categories with specific time limits. Rather, they illustrate the flow of the helping process that is individualized to each person, situation, or both.
This chapter also introduces the three components of the helping process: case review, documentation and report writing, and client participation. Both a strengths-based approach to the process and the ethical considerations that undergird the process are important parts of this chapter. Focus your reading and study on the following objectives, which you should be able to accomplish after reading the chapter.
Phases of the Helping Process
· ■ List the three phases of the helping process.
· ■ Identify the two activities of the assessment phase.
· ■ Illustrate the role of data gathering in assessment and planning.
· ■ Describe the helper’s role in implementation.
Three Components of the Helping Process
· ■ Define case review and list its benefits.
· ■ Support the need for documentation and report writing.
· ■ Trace the client’s participation in the three phases of the helping process.
Strengths-Based Approach to the Helping Process
· ■ Describe this approach as it relates to each phase of the helping process.
· ■ Discuss the advantages of this approach.
Ethical Considerations
· ■ List the principles that undergird pr.
Readings and ResourcesReadings and ResourcesArticles, Websites.docxcargillfilberto
Readings and Resources
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on special writing within agencies such as transfer/discharge, letters for lobbying advocacy, and client reports to other agencies.
·
Agency-based writing - Letters. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). New York, NY: Springer Publishing Company.
Service Coordination
Chapter 10Chapter Introduction
· Chapter Ten addresses Social Work Case Management Standard 6, Service Planning, Implementation, and Monitoring, and Standard 8, Interdisciplinary Collaboration.
· Chapter Ten addresses Human Service–Certified Board Practitioner Competency 4, Case Management, which is focused on service coordination.
My company does something a little bit different than case management. It’s case management and then it’s more. We are actually called resource coordinators. My agency is the premier provider for therapeutic foster care in the region … The reason our agency was started was because a man who was working for human services figured out that a lot of these kids who have pretty serious needs aren’t getting their needs met by the department and need specialized, intensive treatment and support.
—Jessica Brothers-Brock, 2012, text from unpublished interview. Used with permission
.
This chapter explores service coordination as a critical component of modern case management. We examine the coordination and monitoring of services as well as the skills that will help you perform these roles. After reading the chapter, you should be able to accomplish the following objectives.
Coordinating Services
· Describe a systematic selection process for resources.
· Discuss why networking is important.
· Identity strategies for creating a network of professional colleagues.
· Make an appropriate referral.
· Identify the activities involved in monitoring.
· List ways to achieve more effective communication with other professionals.
· Use technology and social media in coordinating servicesTeamwork
· Describe the purpose of a treatment team.
· Define departmental teams, interdisciplinary teams, and teams with family and friends.
· List the benefits of working in and with teams.
· Describe ways to address the challenges that teamwork brings.Ending Service Provision: Disengagement
· Describe the place of ending services in the case management process.
· List the steps used to end client services.
· Identity why clients may need to be transferred from one professional to another.
· Describe the transfer process.
· Discuss the purpose of a discharge plan.10-1
Introduction
One of the most important roles in case management is service coordination. Rarely can a human services agency or a single professional provide all the services a client needs. Because in-house services are limited by the agency’s mission, resources, and eligibil.
Resources:
https://work.chron.com/social-work-interviewing-skills-16544.html
·
Four-step writing process for professional practice. (2018). In Weisman, D., & Zornado, J. L., Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Chapter 7: Effective Intake Interviewing SkillsChapter Introduction
· Chapter Seven addresses Social Work Case Management Standard 5, Assessment.
· Chapter Seven addresses Human Service–Certified Board Practitioner Competency 2, Interviewing and Intervention Skills.
For clients, like those at Adult Community Support, or if someone wants to go into counseling services, there is a number to call that’s advertised on the website. If people drop in and want to get engaged in services, we will direct them through the intake line. They will call the intake line and describe what’s going on for them. The intake specialist will gather some initial information about eligibility through Medicare, Medicaid, those sorts of things. Then, we will assign that person to a case manager who is capable of doing intakes.
From Ellen Carruth, 2012, text from unpublished interview. Used with permission
.
This chapter focuses on effective interviewing in case management: the attitudes and characteristics of interviewers, the skills that make them effective interviewers, how these skills are used in structured interviews, and the pitfalls to avoid when interviewing. For each section of the chapter, you should be able to accomplish the following objectives.
Attitudes and Characteristics of Interviewers
· List two reasons why the attitudes and characteristics of the case manager are important to the interview process.
· Describe four populations of clients that may require the case manager’s approach to be culturally sensitive.
· Name five characteristics that make a good interview.
· Describe a physical space that encourages positive interactions between the client and the case manager.
· List barriers that discourage a positive interview experience.Essential Communication Skills
· List the essential communication skills that contribute to effective interviewing.
· List three interviewing skills.
· Support the importance of listening as an important interviewing skill.
· Offer a rationale for questioning as an art.
· Write a dialogue illustrating responses that a case manager might use in an intake interview.Interviewing Pitfalls
· Name four interviewing pitfalls.
· Describe each of these pitfalls.7-1Introduction
Interviewing is described in
Assessment Phase of Case Management as directed conversation or professional conversation. Many helpers consider it an art as well as a skilled technique that can be improved with practice. In case management, the intake interview is a starting point for providing help. Its main purpose is to obtain an understanding of the problem, the situation, and the applicant. A clear stateme ...
SOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL .docxsamuel699872
SOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORK
HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS
Nunavik Counselling
and Social Work Training Program
Spring 2011
� Always take seriously the
problem experienced by
the clients.
� Be persuasive in pursuit
of service for the client.
� Work creatively with
them toward achieving
solutions.
Important reminder for social Important reminder for social
workerworker
solutions.
� Properly assess needs
and identify the request
for assistance from the
client.
� Applicants; a client request services of a social
worker to deal with internal or external problem
(teachers, nurses, doctors, employers, family
members)
� Referrals; client who did not apply for service.
Person who are referred vary in the extent to which
they perceive that referrals as a source of pressure or
simply as a source of potential assistance.
Involuntary clients; who respond to perceived
Potential clientsPotential clients
� Involuntary clients; who respond to perceived
requirements to seek help as a result of pressure
from other persons or legal sources.
Clients are facing a situation of
disequilibrium in which they can
potentially enhance their problem-solving
ability by developing new resources or
employing untapped resources in ways
that reduces tension and achieve mastery that reduces tension and achieve mastery
over problems.
� Clients are facing a
situation of
disequilibrium in
which they can
potentially enhance
their problem-
solving ability by
developing new developing new
resources or
employing untapped
resources in ways
that reduces tension
and achieve mastery
over problems.
Reflective activity 1 disequilibrium vs change =
transition
� Phase 1: Exploration, engagement,
assessment and planning.
� Phase 2: Implementation, achieve goal
and attainment goal.
Phase 3: Termination.
The helping process in social workThe helping process in social work
� Phase 3: Termination.
� The first phase lays
the groundwork for
subsequent
implementation of
interventions and
strategies aimed at
resolving client’s
problems and
Phase 1: Exploration, engagement, Phase 1: Exploration, engagement,
assessment and planningassessment and planning
problems and
promoting problem
solving skills.
Keys steps in helping Keys steps in helping
relationshiprelationship
� Exploring client’s problem by eliciting
comprehensive data about the person(s), the
problem, and environmental factors, including forces
influencing the referral for contact.
� Establishing rapport and enhancing motivation.� Establishing rapport and enhancing motivation.
� Formulating a multidimensional assessment of
the problem, identifying systems that play a
significant role in difficulties, and identifying relevant
resources that can be tapped or must be developed.
� Mutually.
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
EACH SET OF 2 HAS ITS OWN INSTRUCTIONS Guided Response R.docxjoellemurphey
EACH SET OF 2 HAS ITS OWN INSTRUCTIONS:
Guided Response:
Respond to at least two of your classmates’ postings. When responding to your classmates, please provide a resource located in your region that assists clients with acquiring interview and professional clothing (e.g., a clothing closet at a church such as Hope Ministries Clothes Closet of Bushnell, FL; Dress for Success of Phoenix, AZ; Bottomless Closet of Milwaukee, WI; etc.). Explain what the resource offers clients—be specific. Support your initial and subsequent posts by citing at least two scholarly and peer-reviewed sources in addition to the course text. The
Scholarly, Peer-Reviewed, and Other Credible Sources
(Links to an external site.)
table offers additional guidance on appropriate source types.
TAMMY’S POST:
The scenario
As a human service professional, the agency I represent only provides career assistance, none of which is monetary; all other assistance is a referral to other resources. My sincerely motivated client cannot afford clothes for interviews. Other options have been exhausted.
Kitchener's ethical decision-making model
Kitchener's model is based on five assumptions that need to be at the core of any ethical evaluation and assumes that all ethical behaviors are presumed to be based on 1) autonomy, acting on free-will 2) beneficence, the intention is of benefit to the client, 3) nonmaleficence, actions are not harmful to the client, 4) justice, respect to rights and dignity of client and agency, and 5) fidelity, to commit to client need as appropriate to agency mission (Martin, 2018).
Applying the NOHS ethical principle to my rationale
The NOHS preamble states its purpose as providing human service professionals and educators with guidelines to manage ethical dilemmas effectively broken down into two sections. The first section focusing on human service professionals standards, and the second section focusing on human service educator standards. The human service professional standards categorize responsibilities of and to the client, community, and agency. The standards hone in on respect for dignity, honoring integrity, doing no harm, and avoiding exploitation by maintaining self-awareness and awareness of historical and current global influences that impact oppression and marginalization and demonstrate ethical personal and professional aspects. A human service professional has a duty to clients to recognize client strengths, a right to confidentiality, protect client records, avoid intimate relationships with clients, and not impose personal biases and values. To the public and society, these standards extend a professional obligation to provide services without discrimination or bias, the awareness of laws and advocacy if these violate client rights, how social and political issues impact diversity, and social justice advocacy eliminate oppression (Martin, 2018).
My mission and rationale
To choose a profession upholding clients' empowerment st.
Content
Introduction
Brief History of the Casework Process
Process in Case Work:
Intake and psycho-social study,
Tools and Techniques in the beginning phase
Social Diagnosis (Assessment)
Intervention (Treatment)
Termination and follow up
Evaluation
Tasks of the Social Case Worker
Role of the Social Case Worker
References
Preparing for a Service Planning Conference or Disposition Plannin.docxChantellPantoja184
Preparing for a Service Planning Conference or Disposition Planning Meeting
Introduction
After you have completed your assessment on each new client and done a tentative plan with the person, your agency might hold a meeting in which more specific plans are made for the individual’s care or services. In some agencies this is done informally. In small agencies, particularly, individual case managers may make those decisions by themselves, referring people to other services in systems that will have more formal case management.
In some places, children who come into the system are presented by their case manager to a “children’s panel” consisting of child psychologists, child psychiatrists, social workers, pediatricians, and others who serve children. Many other places use panels of professionals for creating plans for clients from different populations; in this situation, the case manager presents the case to representatives of any number of agencies serving or specializing in that population. Together the group decides what combination of services would best suit people in their current situation and gives a diagnosis, if appropriate.
If a person has both a substance abuse (SA) problem and a mental health problem and the agencies that address these two problems are not combined, representatives from each of the agencies working with the client should meet together to decide what should be done. In the past a client could be turned down for mental health services because he was drinking and turned down for SA services because he was suicidal. That kind of “turf” exclusion at the expense of the client is no longer tolerated by funding sources that expect people to be served.
In these meetings, decisions regarding the service an individual will receive are made with others who have experience and come, perhaps, from different disciplines. When the meeting is over, a formal plan will be drawn up.
What You Will Need to Bring to the Meeting
You should consider bringing three items to these planning meetings.
1. Tentative service plan:You have already developed a tentative service plan with the individual. Bring this tentative plan to the service planning conference.
2. Human service directory:As you work within the same social service system, you will come to know, without consulting a directory, which agencies are reliable and which services are used most often by your agency when referring people. As you begin your career, you need to know what human service organizations are available in your community. If there is a directory, bring that to the meeting so that you can work with your peers to find the best placement for your client. A good place to look is the local phone book, where social services are usually listed together. You might copy these pages and bring them to the meeting.
3. DSM Handbook:The DSM is a large volume containing considerable information. If you are working in an area that is likely to use the DSM to give diagnoses, you m.
Unit 7 ReadingsReadings and ResourcesArticles, Websites, and .docxjolleybendicty
Unit 7: Readings
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on assessment & interview and social histories.
·
Writing and human behavior in the social environment. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
This chapter provides an overview of record-keeping relative to legal issues such as court requests with a focus on analytical writing.
·
Writing for social work practice. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Building a Case File
Chapter 9Chapter Introduction
· Chapter Nine addresses Social Work Case Management Standard 10, Record Keeping, which is focused on building a case file.
· Chapter Nine addresses Human Service–Certified Board Practitioner Competency 4, Case Management, which is focused on building a case file.
I used to work on a federal grant. The files of our clients were really important to us. The information from the files helped us document the work that we did and the outcomes that we had. If I forgot to record an interaction with a client or if I forgot to ask for the client feedback sheet from each visit, then we had a hole in the record. We also used our files to provide better services to our clients. But the pressure from the government made the second reason appear an afterthought.
—Permission granted from Susan Grant (pseudonym), 2014, text from unpublished interview
This chapter examines the types of information that may be found in a case file or that must be gathered to complete one. For each section of the chapter, you should be able to accomplish the following objectives.
The Case File
· Describe the reasons why the case file is important.Medical Information
· Tell how medical information contributes to a case.
· Decode medical terms.Psychological Evaluation
· List the reasons for a psychological evaluation.
· Make an appropriate referral.
· Identify the components of a psychological report.
· Review two psychological reports.
· Describe the type of information provided by the DSM-5.Social History
· State the advantages and limitations of a social history.
· Name the topics included in a social history.
· List the ways social information may appear in the case file.Other Types of Information
· List the types of educational information that may be gathered.
· Define a vocational evaluation.
·
9-1Introduction
· The
case file is filled with information about the client gathered at various times by various professionals. Exactly which information is needed depends on the individual’s case and the agency’s goals, but many cases involve medical, psychological, social, educational, and vocational information. We introduce each type of inf.
There are many different probation and officers typologies discussed.docxcroftsshanon
There are many different probation and officers typologies discussed below. 1)Based on the text and course notes below, what qualifications and/or education should be required for the job?
2)If you were a probation or parole officer, do you think you would fit any of these typologies? Explain your response.
Course notes:
Both adult and juvenile corrections have escalated during the last few decades. POs have assumed increased responsibilities and supervisory tasks in dealing with an increasingly diverse and dangerous clientele. In 2001 there were over 630,000
correctional personnel
working in corrections, with about 60 percent of these working in probation and parole services. The functions of probation and parole services are to supervise offenders, insure offender compliance with program goals and provisions, conduct routine alcohol/drug checks, provide networking services for employment assistance, direct offender-clients to proper treatment, counseling, and other forms of assistance, protect the community by detecting a client's program infractions and reporting them to judges or parole boards, assisting offenders in becoming integrated into their communities, and engaging in any useful rehabilitative enterprise that will improve offender-client skills.
The organization and administration of probation and parole services is most often within the scope of
departments of corrections
in most states. Services vary among the states, although there are common elements to all probation and parole services and programs. The complexity of
organizational structure
is highly dependent upon the nature of clientele supervised and their special needs. The
rehabilitative aim
of corrections has not been particularly successful. For this and other reasons, probation and parole departments have drawn extensive criticism from an increasingly discontent public. Criticisms have focused upon the
lack of PO skills and training
and the
ineffectiveness of job performance
.
Professionalization
through organizations such as the
American Correctional Association
, the
American Jail Association
, and the
American Probation and Parole Association
have attempted to raise
standards
relating to the
selection
,
recruitment
, and
training
of POs throughout the nation.
In 2005, POs averaged $23,000 in
entry-level positions
, while top PO positions reached $93,400. Few jurisdictions required bachelor'sdegreesfor PO work, however, a majority of POs had some college education or had completed college. Increased
education
is the primary means for improving one's professionalization. Observers suggest that there is a high correlation between higher education achieved and work effectiveness among POs. Because of an increasingly ethnically and racially diverse clientele, POs have received additional training in
cultural diversity
. Some POs are recruited for dealing with
special-offender populations
where English is a second language.
Assess ...
Assessment 10
Project 2
Needs Assessment
Community Name
Saint Helena Island
Description of the community needs
Saint Helena Island found within the county of Beaufort, South Carolina. The city is scenically and has a string reservation of the culture of antebellum. There is a reconstruction monument that symbolizes the after civil war reconstruction. There are military establishments that are located in Beaufort, such as the US Naval Hospital, Paris Island, and the Marine Air Station. Two thousand eighteen census statistics indicate the population of the area as being 188,715 within the city boundaries. The racial distribution stands at Asians being 1.4 %, African Americans 18.2 %, and whites 77.9%. The possible needs for this population are providing affordable facilities, proper care to help those in the community that is suffering from substance abuse. Another need is eliminating the ongoing violence in the community.
Community Needs that are Currently Being Met
The community needs that are currently being met are the mayor and police department working together to try to cut down the crime rate for a safer community. Beaufort County Sheriff Department is working with the community and taking the necessary steps to provide more safety checks, holding town hall meetings to educate the community, and providing safety tips on how to stay safe. Youth and adult males ages 18- 50 would benefit from seeking assistance from Human Services. Substance abuse is one of the biggest problems in the community, and seeking help from human services professionals would be beneficial. Services available to the population is a program provided through the Department of Social Services. The program provides referrals to the local outpatient treatment center, which allows people to return home, and send those that are willing to Morris Village located in Columbia, SC, which is a temporary live-in facility. The program provides referrals to the local outpatient treatment center, which allows people to return home, and send those that are willing to Morris Village located in Columbia, SC, which is a temporary live-in facility. The program provides referrals to the local outpatient treatment center which allows people to return home, and send those that are willing to Morris Village located in Columbia, SC which is a temporary live in facility.
Community that were identified as not being met or population not being served
Thecommunity is not being served as it should be because of the lack of facility treatment centers in the community. Crimes are something else that needs to be addressed in the community. The police are slow in the process of stopping and solving crimes in a timely matter. The community is afraid to come forward because of the lack of protection. Funding and facilities are needed to help the people in the community overcome their addiction, which needs to be affordable for people without insurance. There is only one facility in the ...
Chapter 2Historical Perspectives on Case ManagementChapter InEstelaJeffery653
Chapter 2:
Historical Perspectives on Case Management
Chapter Introduction
· Chapter Two addresses Social Work Case Management Standard 2, which is focused on knowledge of the history of case management.
· Chapter Two addresses Human Service–Certified Board Practitioner Competency 1, Ethics in Helping Relationships, which is focused on the history of case management.
The agency I work for started out just working with pregnant teenage women. It has expanded greatly within the time that I have been there, and its purpose is prevention.
—From Sara Bergeron, 2012, text from unpublished interview
.
The purpose of this chapter is to establish an historical context for case management. It describes four perspectives on case management that have evolved in the past 40 years: case management as a process, client involvement, the role of the helper, and utilization review and cost-benefit analysis. A brief history of case management in the United States follows, including its evolution to broader service coordination responsibilities within the past decade and an introduction to managed care.
By the end of each section of the chapter, you should be able to accomplish the performance objectives listed.Perspectives on Case Management
· Identify four perspectives on case management.
· Trace the evolution of case management.
· Describe the impact of managed care organizations on case management and service delivery.The History of Case Management
· Assess the contributions of the pioneers in the areas of advocacy, data gathering, recordkeeping, and cooperation.
· Using the Red Cross as an example, describe casework during World War I and World War II.
· Name the key pieces of federal legislation that spurred the development of case management.The Impact of Managed Care
· List the goals of managed care.
· Summarize the impact of managed care on human service delivery.
· Differentiate between the various types of managed care organizations: Pharmacy Benefits Management, HMOs, PPOs, POSs, Health Savings Accounts, Health Reimbursement Arrangements, and plans offered under the health insurance exchanges.Expanding the Responsibilities of Case Management
· Trace the shift in emphasis in case management.
· Explain the strengths and weaknesses of managed care.2-1Introduction
Case management has long been used to assist human service clients. Today, professionals are discovering new and more effective ways to deliver services, and there is no longer a standard definition. Modern case management does resemble the practice of the past, but many dramatic changes have occurred. Among them are the changing needs of individuals served, financial constraints on the human service delivery system, the increasing number of people needing services, and the growing emphasis on client empowerment, evaluation of quality, and service coordination.
One consistent theme that pervades the study of human service delivery is diversity. The three helping professiona ...
CHAPTER ONE Introduction to Case ManagementSurviving and Thrivin.docxtiffanyd4
CHAPTER ONE Introduction to Case Management
Surviving and Thriving as a Case Manager
Ellen
The agency I work for is located in the northwestern United States. We serve all age ranges. It is a community mental health center. The center has several different campuses across the county. I believe they serve around 18,000 people: children, adults and older adults. And the programs that they offer are quite extensive. They have counseling services, forensic services, housing and rehabilitation, case management, intensive case management, and then different psycho-educational sorts of things they do as a group. I had two positions within the agency. It is not unusual to stay in an agency and assume a new position.
At first I worked for a program that provided extended support and we provided intensive case management to adults and older adults who were chronically mentally ill. So I worked with a lot of folks who had psychotic disorders and anxiety and depression that were living mostly in adult family homes in the community, which are small residential facilities. They have twenty-four–hour care within the homes and so my role as a case manager was to go to those homes a few times a week to do just case management things.The case manager's job is to make sure clients are thriving in their environment, and everyone is safe and healthy.
I worked in that position for about two years and I carried a caseload of between 20 and 30 people at any given time. We spent a lot of time traveling between houses. And then with the shifts in the budget, I transferred to a different position. I worked in one of the adult community support clinics in the south side of the county. At that particular clinic I was a case manager. Most of our clients would come to us. These clients were more capable of managing public transportation in order to make it to appointments, but they were still very much mentally ill. They had other marginalizing sorts of issues: housing issues, financial issues.
· —Permission granted from Ellen Carruth, 2012, text from unpublished interview
In this agency we focus on meeting the needs of individuals and their families. The individuals, our clients, have difficult medical diagnoses and our goal is to allow them to live in their homes. In additional, all of our clients have other needs, reflecting social, educational, financial, and other family concerns. Meeting these multiple needs requires service coordination. We provide services that meet the specific needs of each client. And we involve the client and the families in service delivery. Coordination and integration support the management process. Sometimes professionals working in mental health and developmental disabilities do not understand how to work together to serve a single client. We provide the bridge.
· —Case manager, children's services, New York, NY
The agency I work for helps adolescent females. It would be difficult to describe the average client. Our clients come from var.
Scanned with CamScannerRunning Head NEEDS ASSESSMENT AS.docxjeffsrosalyn
Scanned with CamScanner
Running Head: NEEDS ASSESSMENT ASSIGNMENT
NEEDS ASSESSMENT ASSIGNMENT
Needs Assessment Assignment
Name: Gabrielle McNeely
Institutional Affiliation: Strayer University
Needs Assessment Assignment
Title: Needs Assessment
Specific Purpose:
To notify diverse organizations, regarding the aspect of needs assessment and human service leadership.
General Purpose:
The main goal of this research is looking at economic changes in human service which are the leadership crisis, which explains the decrees of experienced leaders wanting to work in a nonprofit organization setting. Research has discovered that the workers in human services do not want to transition into upper management positions (Watson &Hoefer, 2014). Other economic changes in human services depend on leaders being diverse and relatable to all races, genders, and ages in the workplace.
Thesis Statement:
According to our (Lu, 2013), research reveals political and pragmatic forces outweigh economic rationality in human service contracting decisions. Government contracted human service programs can pose a threat to government employees by causing job loss and wage reductions.
Introduction
Government contracting is heavily influenced by different groups of actors within the government such as public employees, who can influence the government contracting decisions. Nonprofit organizations can serve local communities better than government agencies. Also, at times, the demand for human services outweighs what the government contract provisions for, and the government cannot satisfy or meet the needs of everyone. Lu also revealed that states with stronger non-profit advocacy are more likely to contract out their human service production.
A more open-ended approach is to use the Internet so that people can describe what they like if they are current consumers or what services they would like if they were to use your program in the future. Provide an easily accessible part of the website for people to request more information or for making suggestions about your services. Also, make sure that someone responds on a daily basis. A word of caution: do not over-rely on the Internet to obtain feedback on your services. Not all of your consumers can access the Internet, and be mindful that overusing Internet surveys can be perceived as pestering.
Attention Getter:
Did you know that in the human services field, the person or entity paying for the service is usually not the consumer of the service (except in those few instances where clients pay full fee)?
Body
Because many organizations experience more demand for their service than what their resources will allow, because dissatisfied clients who leave the agency can be replaced by someone else on a waiting list, and because funding limitations force agencies to reduce services, agency staff may tend to treat their consumers with less care and consideration (Hasenfeld, 2015). The term customer is.
Assignment1 is a total of 6 pages all together!!Part 1Decision.docxrock73
Assignment1 is a total of 6 pages all together!!
Part 1
Decisions regarding the approach for solving ethical dilemmas are influenced by many factors, including personal beliefs, social norms, and regulatory guidelines. However, human services professionals do not contemplate a particular model that guides their decisions or do not necessarily have insight into the factors that guide their decisions, when faced with ethical challenges.
In this assignment, you will analyze four different models of ethical decision making to understand how these models influence professionals, clients, society, and the overall field of human services. You will also see how these models might fit into your personal approach while making decisions regarding human services clients.
Tasks:
Using the Internet, the Argosy University online library resources, and professional literature, research and prepare a 3-page paper to compare the four models. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
The paper should include the following:
· The factors (personal and societal) according to each model that drive ethical decisions
· The people who are affected by the decision
· The application to present-day human services
· The model you favor and the reasons for selecting this model
In addition, complete a detailed analysis for the deontological and utilitarian ethical orientations. Address the main philosophical differences between the two, considering the factors that influence ethical decisions. Which approach would be most beneficial to your clients? Discuss the rationale for the approach you select.
Part 2
A human services administrator is responsible for overseeing professionals belonging to diverse disciplines who work together in one agency. While the established ethics code for human services workers addresses many of the same standards that are familiar to most helping professionals, each discipline has a few ethics standards that are specific to its respective functions. For example, both psychologists and social workers protect the confidentiality of clients, are expected to be aware of their scope of practice, and have to obtain informed consent from clients before they can provide services; however, there are certain differences in other areas in their respective ethics codes. As an administrator, it is important to be familiar with such similarities as well as differences to ensure that each type of professional is managed within the specific parameters of his or her respective ethics code.
In this assignment, you will compare and contrast standards from the ethics codes of two human services disciplines and compare these with standards from the ethical codes for human services professionals in general.
Tasks:
Select two disciplines (for example, psychology, social work, ...
The many different forensic settings such as prisons, jails, out.docxcdorothy
The many different forensic settings such as prisons, jails, outpatient settings, community centers, residential treatment facilities, and specialized treatment centers provide many opportunities for working with forensic populations. Even within these settings, there are specific and differing programs that operate. For instance, a prison might operate an outpatient drug treatment program, a residential drug treatment program, and a sex offender program all in the same facility. In the outpatient setting, a helping professional might be called on to conduct sessions with anger management groups, domestic violence groups, substance abuse groups, and sex offenders after release.
As a forensic treatment professional, assessing and understanding various forensic settings before entering them is critical in developing your professional practice. One way of doing this is to consider the various settings, and compare them based on external resources for forensic populations. For example, how do the available resources compare between a maximum security juvenile correctional facility and a residential juvenile treatment facility? The distinction between these forensic settings and the available resources for each can help you better understand the potential challenges and opportunities in your professional practice.
To prepare for this Assignment:
· Select two forensic settings in your community to compare in this assignment.
· Consider the social support, available resources, and access to treatment for each forensic setting
The Assignment (1–2 pages):
· Identify the two forensic settings you selected from your community.
· Compare (similarities and differences) the settings in terms of social support, available resources, and access to treatment.
· Explain at least one conclusion you drew or insight you gained as a result of your comparison related to your role as a current/future helping professional.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the resources for this course.
Photo Credit: Getty Images/iStockphoto
Week 1: Introduction
Welcome to the first week of
Treatment of Forensic Populations
.
Helping professionals may work years in their professional settings and never think about treating forensic populations such as sex offenders, drug abusers and offenders, or violent offenders. In fact, some helping professionals shy away from such populations, choosing to believe that these people are best helped by remaining "locked up" or left to the resources of a prison treatment setting. Other professionals, however, see the benefits of working with challenging forensic populations. Not just for the person receiving services but also for the greater social good that can come from offering services to forensic populations. As a helping professional, understanding various forensic settings, crimes, and treatm.
Discussion 1 Generating Support for Evidence-Based Practices.docxtheresiarede
Discussion 1: Generating Support for Evidence-Based Practices
When treating clients, social workers must ensure that the evidence-based practice is appropriate for the client and the problem. Then, the social worker must get the client and other stakeholders to support the selected evidence-based practice. To earn that support, the social worker should present the client and stakeholders with a plan for implementation and evidence of the evidence-based practice efficacy and appropriateness. Social workers must demonstrate that they have carefully considered the steps necessary to implement the evidence-based practice, identified factors in the current environment that support implementation of the evidence-based practice, and addressed those factors that may hinder the successful implementation.
For this week’s Discussion, you will take on the role of the social worker in the Levy case study. You will choose an evidence-based practice and attempt to gain the support of both the client and supervisor. To do so, you will address its efficacy, appropriateness, and factors that may impact implementation of the evidence-based practice that you chose.
To prepare for this Discussion, review Levy Episode 2 (TRANSCRIPT ATTACHED). Then using the registries provided in this week’s resources and the Walden Library, locate an evidence-based practice that you believe would be appropriate for Jake’s case. Then, review the Evidence-Based Practice kit for Family Psycho Education from the SAMHSA website from the resources. Note all the steps and considerations involved in implementing the evidence-based practice and which of these considerations apply to this case. Consider issues such as agency support, resources, and costs that might support or limit the application of the evidence-based intervention that you select.
·
Post
an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it.
·
Explain why you think this intervention is appropriate for Jake.
·
Then provide an explanation for the supervisor regarding issues related to implementation.
·
Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why.
·
Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors.
Be sure to include APA citations and references.
References (use 3 or more)
Resources for Evidence-Based Registries
Children’s Trust Fund. (n. d.).
Evidence-based programs
(EBPs) program. Retrieved from https://www.thechildrenstrust.org/research/provider-resources/29-tct/research/236-best-practices-and-evidence-based-programs
This resource lists a number of best practice programs related to young children and parents.
Promising Practices Network. (n. d.).
Programs that work.
Retrieved October 8, 2013, from http://www.promisingpractices.net/programs_indicator_list.asp?indicatorid=7 ...
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
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Preparing for a Service Planning Conference or Disposition Plannin.docxChantellPantoja184
Preparing for a Service Planning Conference or Disposition Planning Meeting
Introduction
After you have completed your assessment on each new client and done a tentative plan with the person, your agency might hold a meeting in which more specific plans are made for the individual’s care or services. In some agencies this is done informally. In small agencies, particularly, individual case managers may make those decisions by themselves, referring people to other services in systems that will have more formal case management.
In some places, children who come into the system are presented by their case manager to a “children’s panel” consisting of child psychologists, child psychiatrists, social workers, pediatricians, and others who serve children. Many other places use panels of professionals for creating plans for clients from different populations; in this situation, the case manager presents the case to representatives of any number of agencies serving or specializing in that population. Together the group decides what combination of services would best suit people in their current situation and gives a diagnosis, if appropriate.
If a person has both a substance abuse (SA) problem and a mental health problem and the agencies that address these two problems are not combined, representatives from each of the agencies working with the client should meet together to decide what should be done. In the past a client could be turned down for mental health services because he was drinking and turned down for SA services because he was suicidal. That kind of “turf” exclusion at the expense of the client is no longer tolerated by funding sources that expect people to be served.
In these meetings, decisions regarding the service an individual will receive are made with others who have experience and come, perhaps, from different disciplines. When the meeting is over, a formal plan will be drawn up.
What You Will Need to Bring to the Meeting
You should consider bringing three items to these planning meetings.
1. Tentative service plan:You have already developed a tentative service plan with the individual. Bring this tentative plan to the service planning conference.
2. Human service directory:As you work within the same social service system, you will come to know, without consulting a directory, which agencies are reliable and which services are used most often by your agency when referring people. As you begin your career, you need to know what human service organizations are available in your community. If there is a directory, bring that to the meeting so that you can work with your peers to find the best placement for your client. A good place to look is the local phone book, where social services are usually listed together. You might copy these pages and bring them to the meeting.
3. DSM Handbook:The DSM is a large volume containing considerable information. If you are working in an area that is likely to use the DSM to give diagnoses, you m.
Unit 7 ReadingsReadings and ResourcesArticles, Websites, and .docxjolleybendicty
Unit 7: Readings
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on assessment & interview and social histories.
·
Writing and human behavior in the social environment. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
This chapter provides an overview of record-keeping relative to legal issues such as court requests with a focus on analytical writing.
·
Writing for social work practice. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Building a Case File
Chapter 9Chapter Introduction
· Chapter Nine addresses Social Work Case Management Standard 10, Record Keeping, which is focused on building a case file.
· Chapter Nine addresses Human Service–Certified Board Practitioner Competency 4, Case Management, which is focused on building a case file.
I used to work on a federal grant. The files of our clients were really important to us. The information from the files helped us document the work that we did and the outcomes that we had. If I forgot to record an interaction with a client or if I forgot to ask for the client feedback sheet from each visit, then we had a hole in the record. We also used our files to provide better services to our clients. But the pressure from the government made the second reason appear an afterthought.
—Permission granted from Susan Grant (pseudonym), 2014, text from unpublished interview
This chapter examines the types of information that may be found in a case file or that must be gathered to complete one. For each section of the chapter, you should be able to accomplish the following objectives.
The Case File
· Describe the reasons why the case file is important.Medical Information
· Tell how medical information contributes to a case.
· Decode medical terms.Psychological Evaluation
· List the reasons for a psychological evaluation.
· Make an appropriate referral.
· Identify the components of a psychological report.
· Review two psychological reports.
· Describe the type of information provided by the DSM-5.Social History
· State the advantages and limitations of a social history.
· Name the topics included in a social history.
· List the ways social information may appear in the case file.Other Types of Information
· List the types of educational information that may be gathered.
· Define a vocational evaluation.
·
9-1Introduction
· The
case file is filled with information about the client gathered at various times by various professionals. Exactly which information is needed depends on the individual’s case and the agency’s goals, but many cases involve medical, psychological, social, educational, and vocational information. We introduce each type of inf.
There are many different probation and officers typologies discussed.docxcroftsshanon
There are many different probation and officers typologies discussed below. 1)Based on the text and course notes below, what qualifications and/or education should be required for the job?
2)If you were a probation or parole officer, do you think you would fit any of these typologies? Explain your response.
Course notes:
Both adult and juvenile corrections have escalated during the last few decades. POs have assumed increased responsibilities and supervisory tasks in dealing with an increasingly diverse and dangerous clientele. In 2001 there were over 630,000
correctional personnel
working in corrections, with about 60 percent of these working in probation and parole services. The functions of probation and parole services are to supervise offenders, insure offender compliance with program goals and provisions, conduct routine alcohol/drug checks, provide networking services for employment assistance, direct offender-clients to proper treatment, counseling, and other forms of assistance, protect the community by detecting a client's program infractions and reporting them to judges or parole boards, assisting offenders in becoming integrated into their communities, and engaging in any useful rehabilitative enterprise that will improve offender-client skills.
The organization and administration of probation and parole services is most often within the scope of
departments of corrections
in most states. Services vary among the states, although there are common elements to all probation and parole services and programs. The complexity of
organizational structure
is highly dependent upon the nature of clientele supervised and their special needs. The
rehabilitative aim
of corrections has not been particularly successful. For this and other reasons, probation and parole departments have drawn extensive criticism from an increasingly discontent public. Criticisms have focused upon the
lack of PO skills and training
and the
ineffectiveness of job performance
.
Professionalization
through organizations such as the
American Correctional Association
, the
American Jail Association
, and the
American Probation and Parole Association
have attempted to raise
standards
relating to the
selection
,
recruitment
, and
training
of POs throughout the nation.
In 2005, POs averaged $23,000 in
entry-level positions
, while top PO positions reached $93,400. Few jurisdictions required bachelor'sdegreesfor PO work, however, a majority of POs had some college education or had completed college. Increased
education
is the primary means for improving one's professionalization. Observers suggest that there is a high correlation between higher education achieved and work effectiveness among POs. Because of an increasingly ethnically and racially diverse clientele, POs have received additional training in
cultural diversity
. Some POs are recruited for dealing with
special-offender populations
where English is a second language.
Assess ...
Assessment 10
Project 2
Needs Assessment
Community Name
Saint Helena Island
Description of the community needs
Saint Helena Island found within the county of Beaufort, South Carolina. The city is scenically and has a string reservation of the culture of antebellum. There is a reconstruction monument that symbolizes the after civil war reconstruction. There are military establishments that are located in Beaufort, such as the US Naval Hospital, Paris Island, and the Marine Air Station. Two thousand eighteen census statistics indicate the population of the area as being 188,715 within the city boundaries. The racial distribution stands at Asians being 1.4 %, African Americans 18.2 %, and whites 77.9%. The possible needs for this population are providing affordable facilities, proper care to help those in the community that is suffering from substance abuse. Another need is eliminating the ongoing violence in the community.
Community Needs that are Currently Being Met
The community needs that are currently being met are the mayor and police department working together to try to cut down the crime rate for a safer community. Beaufort County Sheriff Department is working with the community and taking the necessary steps to provide more safety checks, holding town hall meetings to educate the community, and providing safety tips on how to stay safe. Youth and adult males ages 18- 50 would benefit from seeking assistance from Human Services. Substance abuse is one of the biggest problems in the community, and seeking help from human services professionals would be beneficial. Services available to the population is a program provided through the Department of Social Services. The program provides referrals to the local outpatient treatment center, which allows people to return home, and send those that are willing to Morris Village located in Columbia, SC, which is a temporary live-in facility. The program provides referrals to the local outpatient treatment center, which allows people to return home, and send those that are willing to Morris Village located in Columbia, SC, which is a temporary live-in facility. The program provides referrals to the local outpatient treatment center which allows people to return home, and send those that are willing to Morris Village located in Columbia, SC which is a temporary live in facility.
Community that were identified as not being met or population not being served
Thecommunity is not being served as it should be because of the lack of facility treatment centers in the community. Crimes are something else that needs to be addressed in the community. The police are slow in the process of stopping and solving crimes in a timely matter. The community is afraid to come forward because of the lack of protection. Funding and facilities are needed to help the people in the community overcome their addiction, which needs to be affordable for people without insurance. There is only one facility in the ...
Chapter 2Historical Perspectives on Case ManagementChapter InEstelaJeffery653
Chapter 2:
Historical Perspectives on Case Management
Chapter Introduction
· Chapter Two addresses Social Work Case Management Standard 2, which is focused on knowledge of the history of case management.
· Chapter Two addresses Human Service–Certified Board Practitioner Competency 1, Ethics in Helping Relationships, which is focused on the history of case management.
The agency I work for started out just working with pregnant teenage women. It has expanded greatly within the time that I have been there, and its purpose is prevention.
—From Sara Bergeron, 2012, text from unpublished interview
.
The purpose of this chapter is to establish an historical context for case management. It describes four perspectives on case management that have evolved in the past 40 years: case management as a process, client involvement, the role of the helper, and utilization review and cost-benefit analysis. A brief history of case management in the United States follows, including its evolution to broader service coordination responsibilities within the past decade and an introduction to managed care.
By the end of each section of the chapter, you should be able to accomplish the performance objectives listed.Perspectives on Case Management
· Identify four perspectives on case management.
· Trace the evolution of case management.
· Describe the impact of managed care organizations on case management and service delivery.The History of Case Management
· Assess the contributions of the pioneers in the areas of advocacy, data gathering, recordkeeping, and cooperation.
· Using the Red Cross as an example, describe casework during World War I and World War II.
· Name the key pieces of federal legislation that spurred the development of case management.The Impact of Managed Care
· List the goals of managed care.
· Summarize the impact of managed care on human service delivery.
· Differentiate between the various types of managed care organizations: Pharmacy Benefits Management, HMOs, PPOs, POSs, Health Savings Accounts, Health Reimbursement Arrangements, and plans offered under the health insurance exchanges.Expanding the Responsibilities of Case Management
· Trace the shift in emphasis in case management.
· Explain the strengths and weaknesses of managed care.2-1Introduction
Case management has long been used to assist human service clients. Today, professionals are discovering new and more effective ways to deliver services, and there is no longer a standard definition. Modern case management does resemble the practice of the past, but many dramatic changes have occurred. Among them are the changing needs of individuals served, financial constraints on the human service delivery system, the increasing number of people needing services, and the growing emphasis on client empowerment, evaluation of quality, and service coordination.
One consistent theme that pervades the study of human service delivery is diversity. The three helping professiona ...
CHAPTER ONE Introduction to Case ManagementSurviving and Thrivin.docxtiffanyd4
CHAPTER ONE Introduction to Case Management
Surviving and Thriving as a Case Manager
Ellen
The agency I work for is located in the northwestern United States. We serve all age ranges. It is a community mental health center. The center has several different campuses across the county. I believe they serve around 18,000 people: children, adults and older adults. And the programs that they offer are quite extensive. They have counseling services, forensic services, housing and rehabilitation, case management, intensive case management, and then different psycho-educational sorts of things they do as a group. I had two positions within the agency. It is not unusual to stay in an agency and assume a new position.
At first I worked for a program that provided extended support and we provided intensive case management to adults and older adults who were chronically mentally ill. So I worked with a lot of folks who had psychotic disorders and anxiety and depression that were living mostly in adult family homes in the community, which are small residential facilities. They have twenty-four–hour care within the homes and so my role as a case manager was to go to those homes a few times a week to do just case management things.The case manager's job is to make sure clients are thriving in their environment, and everyone is safe and healthy.
I worked in that position for about two years and I carried a caseload of between 20 and 30 people at any given time. We spent a lot of time traveling between houses. And then with the shifts in the budget, I transferred to a different position. I worked in one of the adult community support clinics in the south side of the county. At that particular clinic I was a case manager. Most of our clients would come to us. These clients were more capable of managing public transportation in order to make it to appointments, but they were still very much mentally ill. They had other marginalizing sorts of issues: housing issues, financial issues.
· —Permission granted from Ellen Carruth, 2012, text from unpublished interview
In this agency we focus on meeting the needs of individuals and their families. The individuals, our clients, have difficult medical diagnoses and our goal is to allow them to live in their homes. In additional, all of our clients have other needs, reflecting social, educational, financial, and other family concerns. Meeting these multiple needs requires service coordination. We provide services that meet the specific needs of each client. And we involve the client and the families in service delivery. Coordination and integration support the management process. Sometimes professionals working in mental health and developmental disabilities do not understand how to work together to serve a single client. We provide the bridge.
· —Case manager, children's services, New York, NY
The agency I work for helps adolescent females. It would be difficult to describe the average client. Our clients come from var.
Scanned with CamScannerRunning Head NEEDS ASSESSMENT AS.docxjeffsrosalyn
Scanned with CamScanner
Running Head: NEEDS ASSESSMENT ASSIGNMENT
NEEDS ASSESSMENT ASSIGNMENT
Needs Assessment Assignment
Name: Gabrielle McNeely
Institutional Affiliation: Strayer University
Needs Assessment Assignment
Title: Needs Assessment
Specific Purpose:
To notify diverse organizations, regarding the aspect of needs assessment and human service leadership.
General Purpose:
The main goal of this research is looking at economic changes in human service which are the leadership crisis, which explains the decrees of experienced leaders wanting to work in a nonprofit organization setting. Research has discovered that the workers in human services do not want to transition into upper management positions (Watson &Hoefer, 2014). Other economic changes in human services depend on leaders being diverse and relatable to all races, genders, and ages in the workplace.
Thesis Statement:
According to our (Lu, 2013), research reveals political and pragmatic forces outweigh economic rationality in human service contracting decisions. Government contracted human service programs can pose a threat to government employees by causing job loss and wage reductions.
Introduction
Government contracting is heavily influenced by different groups of actors within the government such as public employees, who can influence the government contracting decisions. Nonprofit organizations can serve local communities better than government agencies. Also, at times, the demand for human services outweighs what the government contract provisions for, and the government cannot satisfy or meet the needs of everyone. Lu also revealed that states with stronger non-profit advocacy are more likely to contract out their human service production.
A more open-ended approach is to use the Internet so that people can describe what they like if they are current consumers or what services they would like if they were to use your program in the future. Provide an easily accessible part of the website for people to request more information or for making suggestions about your services. Also, make sure that someone responds on a daily basis. A word of caution: do not over-rely on the Internet to obtain feedback on your services. Not all of your consumers can access the Internet, and be mindful that overusing Internet surveys can be perceived as pestering.
Attention Getter:
Did you know that in the human services field, the person or entity paying for the service is usually not the consumer of the service (except in those few instances where clients pay full fee)?
Body
Because many organizations experience more demand for their service than what their resources will allow, because dissatisfied clients who leave the agency can be replaced by someone else on a waiting list, and because funding limitations force agencies to reduce services, agency staff may tend to treat their consumers with less care and consideration (Hasenfeld, 2015). The term customer is.
Assignment1 is a total of 6 pages all together!!Part 1Decision.docxrock73
Assignment1 is a total of 6 pages all together!!
Part 1
Decisions regarding the approach for solving ethical dilemmas are influenced by many factors, including personal beliefs, social norms, and regulatory guidelines. However, human services professionals do not contemplate a particular model that guides their decisions or do not necessarily have insight into the factors that guide their decisions, when faced with ethical challenges.
In this assignment, you will analyze four different models of ethical decision making to understand how these models influence professionals, clients, society, and the overall field of human services. You will also see how these models might fit into your personal approach while making decisions regarding human services clients.
Tasks:
Using the Internet, the Argosy University online library resources, and professional literature, research and prepare a 3-page paper to compare the four models. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
The paper should include the following:
· The factors (personal and societal) according to each model that drive ethical decisions
· The people who are affected by the decision
· The application to present-day human services
· The model you favor and the reasons for selecting this model
In addition, complete a detailed analysis for the deontological and utilitarian ethical orientations. Address the main philosophical differences between the two, considering the factors that influence ethical decisions. Which approach would be most beneficial to your clients? Discuss the rationale for the approach you select.
Part 2
A human services administrator is responsible for overseeing professionals belonging to diverse disciplines who work together in one agency. While the established ethics code for human services workers addresses many of the same standards that are familiar to most helping professionals, each discipline has a few ethics standards that are specific to its respective functions. For example, both psychologists and social workers protect the confidentiality of clients, are expected to be aware of their scope of practice, and have to obtain informed consent from clients before they can provide services; however, there are certain differences in other areas in their respective ethics codes. As an administrator, it is important to be familiar with such similarities as well as differences to ensure that each type of professional is managed within the specific parameters of his or her respective ethics code.
In this assignment, you will compare and contrast standards from the ethics codes of two human services disciplines and compare these with standards from the ethical codes for human services professionals in general.
Tasks:
Select two disciplines (for example, psychology, social work, ...
The many different forensic settings such as prisons, jails, out.docxcdorothy
The many different forensic settings such as prisons, jails, outpatient settings, community centers, residential treatment facilities, and specialized treatment centers provide many opportunities for working with forensic populations. Even within these settings, there are specific and differing programs that operate. For instance, a prison might operate an outpatient drug treatment program, a residential drug treatment program, and a sex offender program all in the same facility. In the outpatient setting, a helping professional might be called on to conduct sessions with anger management groups, domestic violence groups, substance abuse groups, and sex offenders after release.
As a forensic treatment professional, assessing and understanding various forensic settings before entering them is critical in developing your professional practice. One way of doing this is to consider the various settings, and compare them based on external resources for forensic populations. For example, how do the available resources compare between a maximum security juvenile correctional facility and a residential juvenile treatment facility? The distinction between these forensic settings and the available resources for each can help you better understand the potential challenges and opportunities in your professional practice.
To prepare for this Assignment:
· Select two forensic settings in your community to compare in this assignment.
· Consider the social support, available resources, and access to treatment for each forensic setting
The Assignment (1–2 pages):
· Identify the two forensic settings you selected from your community.
· Compare (similarities and differences) the settings in terms of social support, available resources, and access to treatment.
· Explain at least one conclusion you drew or insight you gained as a result of your comparison related to your role as a current/future helping professional.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the resources for this course.
Photo Credit: Getty Images/iStockphoto
Week 1: Introduction
Welcome to the first week of
Treatment of Forensic Populations
.
Helping professionals may work years in their professional settings and never think about treating forensic populations such as sex offenders, drug abusers and offenders, or violent offenders. In fact, some helping professionals shy away from such populations, choosing to believe that these people are best helped by remaining "locked up" or left to the resources of a prison treatment setting. Other professionals, however, see the benefits of working with challenging forensic populations. Not just for the person receiving services but also for the greater social good that can come from offering services to forensic populations. As a helping professional, understanding various forensic settings, crimes, and treatm.
Discussion 1 Generating Support for Evidence-Based Practices.docxtheresiarede
Discussion 1: Generating Support for Evidence-Based Practices
When treating clients, social workers must ensure that the evidence-based practice is appropriate for the client and the problem. Then, the social worker must get the client and other stakeholders to support the selected evidence-based practice. To earn that support, the social worker should present the client and stakeholders with a plan for implementation and evidence of the evidence-based practice efficacy and appropriateness. Social workers must demonstrate that they have carefully considered the steps necessary to implement the evidence-based practice, identified factors in the current environment that support implementation of the evidence-based practice, and addressed those factors that may hinder the successful implementation.
For this week’s Discussion, you will take on the role of the social worker in the Levy case study. You will choose an evidence-based practice and attempt to gain the support of both the client and supervisor. To do so, you will address its efficacy, appropriateness, and factors that may impact implementation of the evidence-based practice that you chose.
To prepare for this Discussion, review Levy Episode 2 (TRANSCRIPT ATTACHED). Then using the registries provided in this week’s resources and the Walden Library, locate an evidence-based practice that you believe would be appropriate for Jake’s case. Then, review the Evidence-Based Practice kit for Family Psycho Education from the SAMHSA website from the resources. Note all the steps and considerations involved in implementing the evidence-based practice and which of these considerations apply to this case. Consider issues such as agency support, resources, and costs that might support or limit the application of the evidence-based intervention that you select.
·
Post
an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it.
·
Explain why you think this intervention is appropriate for Jake.
·
Then provide an explanation for the supervisor regarding issues related to implementation.
·
Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why.
·
Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors.
Be sure to include APA citations and references.
References (use 3 or more)
Resources for Evidence-Based Registries
Children’s Trust Fund. (n. d.).
Evidence-based programs
(EBPs) program. Retrieved from https://www.thechildrenstrust.org/research/provider-resources/29-tct/research/236-best-practices-and-evidence-based-programs
This resource lists a number of best practice programs related to young children and parents.
Promising Practices Network. (n. d.).
Programs that work.
Retrieved October 8, 2013, from http://www.promisingpractices.net/programs_indicator_list.asp?indicatorid=7 ...
Similar to READING CHAPTER TWO The Assessment Phase· Referral, screeni.docx (20)
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
Motivation and Retention Discuss the specific strategies you pl.docxaudeleypearl
Motivation and Retention
Discuss the specific strategies you plan to use to motivate individuals from your priority
population to participate in your program and continue working on their behavior change.
You can refer to information you obtained from the Potential Participant Interviews. You
also can search the literature for strategies that have been successfully used in similar
situations; be sure to cite references in APA format.
.
Mother of the Year In recognition of superlative paren.docxaudeleypearl
Mother of the Year
In recognition of superlative parenting
Elizabeth Nino
is awarded
2012 Mother of the Year
May 9, 2012
MOM
Smash That Like Button: Facebook’s Chris Cox Is Messing with One of the Most Valuable Features on the Internet
Inside Facebook’s Decision to Blow Up the Like Button
The most drastic change to Facebook in years was born a year ago during an off-site at the Four Seasons Silicon Valley, a 10-minute drive from headquarters. Chris Cox, the social network’s chief product officer, led the discussion, asking each of the six executives around the conference room to list the top three projects they were most eager to tackle in 2015. When it was Cox’s turn, he dropped a bomb: They needed to do something about the “like” button.
The like button is the engine of Facebook and its most recognized symbol. A giant version of it adorns the entrance to the company’s campus in Menlo Park, Calif. Facebook’s 1.6 billion users click on it more than 6 billion times a day—more frequently than people conduct searches on Google—which affects billions of advertising dollars each quarter. Brands, publishers, and individuals constantly, and strategically, share the things they think will get the most likes. It’s the driver of social activity. A married couple posts perfectly posed selfies, proving they’re in love; a news organization offers up what’s fun and entertaining, hoping the likes will spread its content. All those likes tell Facebook what’s popular and should be shown most often on the News Feed. But the button is also a blunt, clumsy tool. Someone announces her divorce on the site, and friends grit their teeth and “like” it. There’s a devastating earthquake in Nepal, and invariably a few overeager clickers give it the ol’ thumbs-up.
Changing the button is like Coca-Cola messing with its secret recipe. Cox had tried to battle the like button a few times before, but no idea was good enough to qualify for public testing. “This was a feature that was right in the heart of the way you use Facebook, so it needed to be executed really well in order to not detract and clutter up the experience,” he says. “All of the other attempts had failed.” The obvious alternative, a “dislike” button, had been rejected on the grounds that it would sow too much negativity.
Cox told the Four Seasons gathering that the time was finally right for a change, now that Facebook had successfully transitioned a majority of its business to smartphones. His top deputy, Adam Mosseri, took a deep breath. “Yes, I’m with you,” he said solemnly.
Later that week, Cox brought up the project with his boss and longtime friend. Mark Zuckerberg’s response showed just how much leeway Cox has to take risks with Facebook’s most important service. “He said something like, ‘Yes, do it.’ He was fully supportive,” Cox says. “Good luck,” he remembers Zuckerberg telling him. “That’s a hard one.”
The solution would eventually be named Reactions. It will arrive .
Mrs. G, a 55 year old Hispanic female, presents to the office for he.docxaudeleypearl
Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep.
Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
: S1 and S2 RRR without murmurs or rubs
Lungs
: Clear to auscultation bilaterally, respirations unlabored.
Abdomen
- soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT.
Labwork:
CBC
:
WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones
CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5
Total protein 7.6 Bilirubin, total 0.6 Alkaline.
Mr. Rivera is a 72-year-old patient with end stage COPD who is in th.docxaudeleypearl
Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the
concept map
form provided.
.
Mr. B, a 40-year-old avid long-distance runner previously in goo.docxaudeleypearl
Mr. B, a 40-year-old avid long-distance runner previously in good health, presented to his primary provider for a yearly physical examination, during which a suspicious-looking mole was noticed on the back of his left arm, just proximal to the elbow. He reported that he has had that mole for several years, but thinks that it may have gotten larger over the past two years. Mr. B reported that he has noticed itchiness in the area of this mole over the past few weeks. He had multiple other moles on his back, arms, and legs, none of which looked suspicious. Upon further questioning, Mr. B reported that his aunt died in her late forties of skin cancer, but he knew no other details about her illness. The patient is a computer programmer who spends most of the work week indoors. On weekends, however, he typically goes for a 5-mile run and spends much of his afternoons gardening. He has a light complexion, blonde hair, and reports that he sunburns easily but uses protective sunscreen only sporadically.
Physical exam revealed: Head, neck, thorax, and abdominal exams were normal, with the exception of a hard, enlarged, non-tender mass felt in the left axillary region. In addition, a 1.6 x 2.8 cm mole was noted on the dorsal upper left arm. The lesion had an appearance suggestive of a melanoma. It was surgically excised with 3 mm margins using a local anesthetic and sent to the pathology laboratory for histologic analysis. The biopsy came back Stage II melanoma.
1. How is Stage II melanoma treated and according to the research how effective is this treatment?
250 words.
.
Moving members of the organization through the change process ca.docxaudeleypearl
Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.
To prepare:
· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.
· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.
· Analyze the two case examples used to illustrate focused direction in Chapter 2.
· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.
A brief summary clarifying your own moral imperative.
· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.
· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016).
Coherence: The right drivers in action for schools, districts, and systems
. Thousand Oaks, CA: Corwin.
Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage Publications Ltd.
Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054
Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622
Required Media
Grand City Community
Laureate Education (Producer) (2016c).
Tracking data
[Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into
Grand City School District Administration Offices
. Revie.
Mr. Friend is acrime analystwith the SantaCruz, Califo.docxaudeleypearl
Mr. Friend is a
crime analyst
with the Santa
Cruz, California,
Police
Department.
Predictive Policing: Using Technology to Reduce Crime
By Zach Friend, M.P.P.
4/9/2013
Nationwide law enforcement agencies face the problem
of doing more with less. Departments slash budgets
and implement furloughs, while management struggles
to meet the public safety needs of the community. The
Santa Cruz, California, Police Department handles the
same issues with increasing property crimes and
service calls and diminishing staff. Unable to hire more
officers, the department searched for a nontraditional
solution.
In late 2010 researchers published a paper that the
department believed might hold the answer. They
proposed that it was possible to predict certain crimes,
much like scientists forecast earthquake aftershocks.
An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to
determine future offenses. These researchers developed an algorithm (mathematical procedure) that
calculates future crime locations.1
Equalizing Resources
The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A
university, amusement park, and beach push the seasonal population to 150,000. Department personnel
contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology
would improve their efforts. The police chief indicated that the department could not hire more officers.
He felt that the program could allocate dwindling resources more efficiently.
Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The
predictive policing model helped to alert officers to targeted locations in real time, a significant
improvement over traditional tactics.
Making it Work
The algorithm is a culmination of anthropological and criminological behavior research. It uses complex
mathematics to estimate crime and predict future hot spots. Researchers based these studies on
In Depth
Featured Articles
- IAFIS Identifies Suspect from 1978 Murder Case
- Predictive Policing: Using Technology to Reduce
Crime
- Legal Digest Part 1 - Part 2
Search Warrant Execution: When Does Detention Rise to
Custody?
- Perspective
Public Safety Consolidation: Does it Make Sense?
- Leadership Spotlight
Leadership Lessons from Home
Archive
- Web and Print
Departments
- Bulletin Notes - Bulletin Honors
- ViCAP Alerts - Unusual Weapons
- Bulletin Reports
Topics in the News
See previous LEB content on:
- Hostage Situations - Crisis Management
- School Violence - Psychopathy
About LEB
- History - Author Guidelines (pdf)
- Editorial Staff - Editorial Release Form (pdf)
Patch Call
Known locally as the
“Gateway to the Summit,”
which references the city’s
proximity to the Bechtel Family
National Scout Reserve. More
The patch of the Miamisburg,
Ohio, Police Department
prominently displays the city
seal surroun.
Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docxaudeleypearl
Mr. E is a pleasant, 70-year-old, black, male
Source: Self, reliable source
Subjective:
Chief complaint:
“I urinate frequently.”
HPI:
Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss.
Allergies
: NKA
Current Mediations
:
Multivitamin, daily
Aspirin, 81 mg, daily
Olmesartan, 20 mg daily
Atorvastatin, 10 mg daily
Diphenhydramine, 50 mg, at night
Pertinent History:
Hypertension, hyperlipidemia, insomnia
Health Maintenance. Immunizations:
Immunizations up to date
Family History:
No cancer, cardiac, pulmonary or autoimmune disease in immediate family members
Social History:
Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use.
ROS:
Incorporated into HPI
Objective:
VS
– BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches.
Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age.
Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop
Respiratory: Clear to auscultation
Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly
Neuro: CN 2-12 intact
Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated
Labs:
Test Name
Result
Units
Reference Range
Color
Yellow
Yellow
Clarity
Clear
Clear
Bilirubin
Negative
Negative
Specific Gravity
1.011
1.003-1.030
Blood
Negative
Negative
pH
7.5
4.5-8.0
Nitrite
Negative
Negative
Leukocyte esterase
Negative
Negative
Glucose
Negative
mg/dL
Negative
Ketones
Negative
mg/dL
Negative
Protein
Negative
mg/dL
Negative
WBC
Negative
/hpf
Negative
RBC
Negative
/hpf
Negative
Lab
Pt’s Result
Range
Units
Sodium
137
136-145
mmol/L
Potassium
4.7
3.5-5.1
mmol/L
Chloride
102
98-107
mmol/L
CO2
30
21-32
mmol/L
Glucose
92
70-99
mg/dL
BUN
7
6-25
mg/dL
Creat
1.6
.8-1.3
mg/dL
GFR
50
>60
Calcium
9.6
8.2-10.2
mg/dL
Total Protein
8.0
6.4-8.2
g/dL
Albumin
4.5
3.2-4.7
g/dL
Bilirubin
1.1
<1.1
mg/dL
Alkaline Phosphatase
94
26-137
U/L
AST
25
0-37
U/L
ALT
55
15-65
U/L
Pt’s results
Normal Range
Units
WBC
9.9
3.4 - 10.8
x10E3/uL
RBC
4.0
3.77 - 5.28
x10E6/uL
Hemoglobin
11.5
11.1 - 15.9
g/dL
H.
Motor Milestones occur in a predictable developmental progression in.docxaudeleypearl
Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers.
.
Most women experience their closest friendships with those of th.docxaudeleypearl
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Most patients with mental health disorders are not aggressive. Howev.docxaudeleypearl
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
SCHOLAR NURSING ARTICLE>>>APA FORMAT>>>
.
Most of our class readings and discussions to date have dealt wi.docxaudeleypearl
Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma.
Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question.
DUE DATE: Tuesday, Sept. 29, 2020 by noon
SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING
As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it.
After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct.
What are the critical ethical issues identified?
What concerns are raised over the polarization of society and promulgation of fake news?
What is the “attention-extraction model” of software design and why worry?
What is “surveillance capitalism?”
Do you agree that social media warps your perceptions of reality?
Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government?
Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate?
What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.”
.
Most people agree we live in stressful times. Does stress and re.docxaudeleypearl
Most people agree we live in stressful times. Does stress and reactions to stress contribute to illness? Explain why or why not. Support your opinions with information from the text.
Make sure to reference and cite your textbook as well as any other source you may use to support your answers to the question. Your initial post must include appropriate APA references at the end.
.
Most of the ethical prescriptions of normative moral philosophy .docxaudeleypearl
Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions.
Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments.
In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences.
Deadline reminder:
this assignment is
due on June 14th
. Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close.
.
Most healthcare organizations in the country are implementing qualit.docxaudeleypearl
Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate.
The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break.
Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings.
Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process.
Please address the following questions in your response:
What are successful approaches for gaining a shared understanding of the problem?
How can effective communication be implemented?
What is a qualitative approach that helps in identifying the quality problem?
What tools can provide insight into understanding the problem?
In quality improvement, what does appreciative inquiry help do?
What is a benefit of testing solutions before implementation?
What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method?
What .
More work is necessary on how to efficiently model uncertainty in ML.docxaudeleypearl
More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
Pages - 4
Excluding the required cover page and reference page.
APA format 7 with an introduction, a body content, and a conclusion.
No Plagiarism
.
Mortgage-Backed Securities and the Financial CrisisKelly Finn.docxaudeleypearl
Mortgage-Backed Securities and the Financial Crisis
Kelly Finn
FNCE 4302
Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles
A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of).
Key Players involved in the MBS Process
[Mortgage] Lenders: banks who sell mortgages to GSE’s
GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans
1938: Fannie Mae (FNMA): Federal National Mortgage Assoc.
1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp.
Increase mortgage borrowing
Introduce competitor to Fannie Mae
1970: Ginnie Mae (GNMA): Government National Mortgage Assoc.
US Government: Treasury: implicit commitment of providing support in case of trouble
The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis.
GSE’s created by the US Government in 1938
Part of FDR’s New Plan during Great Depression
Purpose: make owning property more accessible to more Americans
GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization)
Bank’s mortgage is exchanged with GSE’s cash
Created liquid secondary market for mortgages
Result:
1) Bank has more cash to lend out to people
2) Now all who want to a house (expensive) can get the money needed to buy one!
Where MBS came from & when
Yay for combatting homelessness and increasing quality of life for the common American!
Thanks Uncle Sam!
MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale.
How MBS works: Kelly is a homeowner looking to borrow a lot of money
*The Lender, who issued Kelly the mor.
Moral Development Lawrence Kohlberg developed six stages to mora.docxaudeleypearl
Moral Development:
Lawrence Kohlberg developed six stages to moral behavior in children and adults. Punishment and obedience orientation, interpersonal concordance, law and order orientation, social contract orientation, and universal ethics orientation. All or even just one of these stages will make a good topic for your research paper or you could just do the research paper on Kohlberg.
.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
READING CHAPTER TWO The Assessment Phase· Referral, screeni.docx
1. READING
CHAPTER TWO The Assessment Phase
· Referral, screening, and assessment begin our work with HIV
clients. We get a referral, then screen to see if there is a match
between the referrals and the family service center. This
includes a home visit and verification of HIV status. An
assessment of the family follows. Its purpose is to identify
needs.
—Caseworker, Bronx, NY
Assessment means appraisal or evaluation of a situation, the
person(s) involved, or both. As the initial stage in helping,
assessment generally focuses on identifying the problem and the
resources needed to resolve it. Focusing on the people who are
involved includes attention to client strengths that can be a
valuable resource to encourage client participation and facilitate
problem solving. The benefits of the strengths-based approach
to assessment were discussed in Chapter One. As the opening
example shows, data are gathered and assessed at this phase to
show the applicant’s problem in relation to the agency’s
priorities. Identifying possible actions and services and
determining who will handle the case are also part of the
assessment phase. In this example, a preliminary screening
follows the referral. This chapter explores the assessment stage
of the helping process: the initial contact with an applicant for
assistance, the interview as a critical component in data
gathering, and the case record documentation that is required
during this phase. You can refer to Figure 2.1 to see the place
assessment has in the helping process. The assessment phase
concludes with the evaluation of the application for services.
For each section of the chapter, you should be able to
accomplish the following objectives.
Application for Service
· ■ List the ways in which potential clients learn about available
2. services.
· ■ Compare the roles of the helper and the applicant in the
interview process.
· ■ Define interview.
· ■ Distinguish between structured and unstructured interviews.
· ■ State the general guidelines for confidentiality.
· ■ Define the helper’s role in evaluating the application.
· ■ List the two questions that guide assessment of the collected
information.
Case Assignment
· ■ Compare the three scenarios of case assignment.
Documentation and Report Writing
· ■ Distinguish between process recording and summary
recording.
· ■ List the content areas of an intake summary.
· ■ State the reasons for case or staff notes.
Figure 2.1 The Helping Process
Application for Services
Potential clients or applicants learn about available services in a
number of ways. Frequently, they apply for services only after
trying other options. People having problems usually try
informal help first; it is human nature to ask for help from
family, friends, parents, and children. Some people even feel
comfortable sharing their problems with strangers waiting in
line with them or sitting beside them. A familiar physician or
pastor might also be consulted on an informal basis. On the
other hand, some people avoid seeking informal help because of
embarrassment or fear of loss of face or disappointment.
Previous experiences with helping agencies and organizations
also influence the individual’s decision to seek help. Many
clients have had positive experiences with human service
agencies, resulting in improved living conditions, increased
self-confidence, the acquisition of new skills, and the resolution
of interpersonal difficulties. Others have had experiences that
were not so positive, having encountered helpers who had
3. different expectations of the helping process, delivered
unwanted advice, lacked the skills needed to assist them, were
inaccessible, or never understood their problems. Increasingly,
clients may also encounter local, state, and national policies
that may make it difficult to get services. An individual’s other
prior life experiences also play a role in the decision to seek
help.
An individual who does decide that help is desirable can find
information about available services from a number of sources.
Informal networks are probably the best sources of information.
Family, friends, neighbors, acquaintances, and fellow
employees who have had similar problems (or who know
someone who has) are people trusted to tell the truth about
seeking help. Other sources of information are professionals
with whom the individual is already working, the media
(posters, public service announcements, and advertisements),
the telephone book, and the Internet. Once people locate a
service that seems right, they generally get in touch on their
own (self-referral).
Other individuals may be referred by a human service
professional if they are already involved with a human service
organization but need services of another kind. They may be
working with a professional, such as a physician or minister,
who also makes referrals. These applicants may come willingly
and be motivated to do something about their situation, or they
may come involuntarily because they have been told to do so or
are required to do so. The most common referral sources for
mandated services are courts, schools, prisons, protective
services, marriage counselors, and the juvenile justice system.
These individuals may appear at the agency but ask for nothing,
even denying that a problem exists.
The following examples illustrate the various ways referral can
occur. The first individual works at a community-based agency.
· The center is open five days a week year round. Our mobile
outreach initiative identifies clients. We use a van or bicycles to
find and interact with people on the streets who are homeless
4. and need our services.
—Social Worker, St. Louis
The second quote is from a caseworker at an institution that
serves the elderly in a large metropolitan city.
· Clients come to us in several ways—from other agencies,
through friends, by word of mouth, Medicaid, or the discharge
planning staff.
—Caseworker, Bronx, NY
The third works at a community mental health center that
coordinates services for clients with chronic mental illness. At
this agency, client records are available at referral and provide
important information about the client and previous services.
· Our referrals are on paper. From that information I make a
determination about fit with our criteria. If there is a fit, one of
the case managers will visit the client, who is usually in the
hospital. This makes him or her easier to find.
—Case Manager, Los Angeles
The final example is from a program for the homeless in
Brooklyn, NY.
· Our clients come from the homeless shelter. One of our
programs serves the homeless who have employment skills.
Often we go to shelters in town to tell social workers and
shelter clients about the program.
—Agency Director, Brooklyn, NY
These examples illustrate the different ways in which a referral
occurs. In an institutional setting, referrals are made by other
professionals and departments in the institution. In other
settings, referrals can also occur in-house or come from other
agencies or institutions. Sometimes the referral procedure may
include an initial screening by phone (Figure 2.2), a committee
deliberation, an individual interview, or the perusal of existing
records or reports, or both. Usually, the individual who receives
the referral makes sure that the necessary paperwork is
included.
Not all applicants who seek help or are referred for services
become clients of the agency. Clients are those who meet
5. eligibility criteria to be accepted for services. An intake
interview is the first step in determining eligibility and
appropriateness.
The Interview
An interview is usually the first contact between a helper and an
applicant for services, although some initial contacts are by
telephone or letter. The first helper an applicant talks with may
be an intake worker who only conducts the initial meeting, or he
or she may in fact be a case manager, helping professional,
counselor, or service provider. If the first contact is an intake
worker, the applicant (if accepted for services) will also be
assigned to a helper, who will coordinate whatever services are
provided. In this text, we will assume that the intake
interviewer is also the professional who will provide help.
The initial meeting or intake interview, with an applicant takes
place as soon as possible after the referral. The interview is an
opportunity for the helper and applicant to get to know one
another, define the person’s needs or problems, and give some
structure to the helping relationship. These activities provide
information that becomes a starting point for service delivery,
so it is important for the interviewer to be a skillful listener,
interpreter, and questioner. First, we will explore what an
interview is, the flow of the interview process, and two ways to
think about interviews that you may conduct as part of the
intake process.
Figure 2.2 Phone Screening Form
Interviewing is a critical tool for communicating with clients,
collecting information, determining eligibility, and developing
and implementing service plans—in all, a key part of the
helping process. Primary objectives of interviewing are to help
people explore their situation, to increase their understanding of
it, and to identify resources and strengths. The roles of the
applicant and the helper during this initial encounter reflect
these objectives. The applicant learns about the agency, its
purposes and services, and how they relate to his or her
6. situation. The helper obtains the applicant’s statement of the
problem and explains the agency and its services. Once there is
an understanding of the problem and the services the agency
offers, the helper confirms the applicant’s desire for services.
The helper is also responsible for recording information,
identifying the next steps in the helping process, informing the
applicant about eligibility requirements, and clarifying what the
agency can legally provide a client. There are three desirable
outcomes of the initial interview (Kanel, 2007). First, rapport
establishes an atmosphere of understanding and comfort.
Second, the applicant feels understood and accepted. Third, the
applicant has the opportunity to talk about concerns and goals.
EXACTLY WHAT IS AN INTERVIEW?
In the helping process, an interview is usually a face-to-face
meeting between the helper and the applicant; it may have a
number of purposes, including getting or giving information,
resolving a disagreement, or considering a joint undertaking.
An interview may also be an assessment procedure. It can be a
testing tool in areas such as counseling, school psychology,
social work, legal matters, and employment applications. One
example of this is testing an applicant’s mental status. We can
also think of the interview as an assessment procedure in which
one of the first tasks is to determine why the person is seeking
help. An assessment helps define the problems and client
strengths, and the resulting definition then becomes the focus
for intervention.
Another way to think about defining the interview is to consider
its content and process (Enelow & Wexler, 1966).
The content of the interview is what is said, and the process is
how it is said. Analyzing an interview in these terms gives a
systematic way of organizing the information that is revealed in
the interaction between the helper and the applicant. It also
facilitates an understanding of the overall picture of the
individual. This is particularly relevant, since many clients have
multiple problems. Ivey, Ivey, and Zalaquett (2010) caution that
although the terms counseling and interviewing are sometimes
7. used interchangeably, interviewing is considered the more basic
process for information gathering, problem solving, and the
giving of information or advice. An interview may be conducted
by almost anyone—business people, medical staff, guidance
personnel, or employment helping professional. Therapeutic
intervention is a more intensive and personal process, often
associated with professional fields such as social work,
guidance, psychology, and pastoral counseling. Interviewing is
a responsibility assumed by most helpers, whereas counseling is
not always their job.
HOW LONG IS AN INTERVIEW?
An interview may occur once or repeatedly, over long or short
periods of time. Okun and Kantrowitz (2008) limit the use of
the word interview to the first meeting, calling subsequent
meetings sessions. In fact, the actual length of time of the
initial meeting depends on a number of factors, including the
structure of the agency, the comprehensiveness of the services,
the number of people applying for services (an individual or a
family), and the amount of information needed to determine
eligibility or appropriateness for agency services.
A caseworker from a community action agency recalled that she
had conducted an intake interview in 15 minutes. “When I was
learning to be a helper, I thought I would have the time I needed
for the first visit with a client” (Case Manager, Women’s
Advocacy, Tennessee).
WHERE DOES THE INTERVIEW TAKE PLACE?
Interviews generally take place in an office at agencies, schools,
hospitals, and other institutions. Sometimes, however, they are
held in an applicant’s home. Observing the applicant in the
home provides the distinct advantage of information about the
applicant that may not be available in an office setting. An
informal location, such as a park, a restaurant, or even the
street, can also serve as the scene of an interview. Whatever the
setting, it is an important influence on the course of the
interview.
WHAT DO ALL HELPING INTERVIEWS HAVE IN
8. COMMON?
There are commonalities that should occur in any initial
interview. First, there must be shared or mutual interaction:
Communication between the two participants is established, and
both share information. The interviewer may be sharing
information about the agency and its services, while the
applicant may be describing the problem. No matter what the
subject of their conversation is, the two participants are clearly
engaged as they develop a relationship.
A second factor is that the participants in the interview are
interdependent and influence each other. Each comes to the
interaction with attitudes, values, beliefs, and experiences. The
interviewer also brings the knowledge and skills of helping,
while the person seeking help brings the problem that is causing
distress. As the relationship develops, whatever one participant
says or feels triggers a response in the other participant, who
then shares that response. This type of exchange builds the
relationship through the sharing of information, feelings, and
reactions.
The third factor is the interviewing skill of the helper. He or she
remains in control of the interaction and clearly sets the tone
for what is taking place. The knowledge and expertise of the
professional helper distinguish the helper from the applicant
and from any informal helpers who have previously been
consulted. Because the helping relationship develops for a
specific purpose and often has time constraints, it is important
for the helper to bring these considerations to the interaction, in
addition to providing information about the agency, its services,
the eligibility criteria, community resources, and so forth.
The Interview Process
The interview’s structure refers to the arrangement of its three
parts: the beginning, the middle, and the end. The beginning is a
time to establish a common understanding between the
interviewer and the applicant. The middle phase continues this
process, through sharing and considering feelings, behaviors,
events, and strengths. At the end, a summary provides closure
9. by describing what has taken place during the interview and
identifying what will follow. Let’s examine each of these parts
in more detail.
THE BEGINNING
Several important activities occur at the beginning of the
interview: greeting the client, establishing the focus by
discussing the purpose, clarifying roles, and exploring the
problem that has precipitated the application for services, as
well as client strengths. The beginning is also an opportunity to
respond to any questions that the applicant may have about the
agency and its services and policies. The following questions
are those most frequently raised by clients (Weinrach, 1987).
■
How often will I come to see you?
■
Can I reach you after the agency closes?
■
What happens if I forget an appointment?
■
Is what I tell you confidential?
■
What if I have an emergency?
■
How will I know when our work is finished?
■
What will I be charged for services?
■
Will my insurance company reimburse me?
Answering these questions can lead to a discussion of the
applicant’s role and his or her expectations for the helping
process.
THE MIDDLE
The next phase of the interview is devoted to developing the
focus of the relationship between the interviewer and the
applicant. Assessment, planning, and implementation also take
place at this time. Assessment occurs as the problem is defined
10. in accordance with the guidelines of the agency. Often,
assessment tends to be problem focused, but a discussion that
focuses only on the client’s needs or weaknesses, or both, can
be depressing and discouraging.
Spending some of the interview identifying strengths can be
energizing and can result in a feeling of control. Assessment
also includes consideration of the applicant’s eligibility for
services in light of the information that is collected. All these
activities lead to initial planning and implementation of
subsequent steps, which may include additional data gathering
or a follow-up appointment.
THE END
At the close, the interviewer and the applicant have an
opportunity to summarize what has occurred during the initial
meeting. The summary of the interview brings this first contact
to closure. Closure may take various forms, including the
following scenarios: (1) the applicant may choose not to
continue with the application for services; (2) the problem and
the services provided by the agency are compatible, the
applicant desires services, and the interviewer moves forward
with the next steps; and (3) the fit between the agency and the
applicant is not clear, so it is necessary to gather additional
information before the applicant is accepted as a client.
A technique that some helpers find successful as an end to the
initial interview is a homework assignment that once again turns
the applicant’s attention to strengths. Individuals may be asked
questions to help identify the source of their strengths as
suggested in Figure 1.7 of Chapter One. Although this type of
discussion might occur at any time in the helping process, the
value in such a technique at this time is the movement that
might occur from problem-oriented vulnerability to problem-
solving resilience. It may also solidify the client’s intent to
return and promote his or her involvement in the helping
process.
Structured and Unstructured Interviews
Interviews may be classified as structured or unstructured. A
11. brief overview of these two types of interviews is given
here. Chapter Four will provide more in-depth information
about the structured interview in connection with the discussion
of skills for intake interviewing.
Structured interviews are directive and focused; they are usually
guided by a form or a set of questions that elicit specific
information. The purpose is to develop a brief overview of the
problem and the context within which it is occurring. They can
range from a simple list of questions to soliciting an entire case
history.
Agencies often have application forms that applicants complete
before the interview. If the forms are completed with the help of
the interviewer during the interview, the interaction is classified
as a structured one. Of course, this is a good way to establish
rapport and to identify strengths, but interviewers must be
cautious. The interview can easily become a mere question-and-
answer session if it is structured exclusively around a
questionnaire. Asking yes/no questions and strictly factual
questions limits the applicant’s input and hinders rapport
building.
The intake interview and the mental status examination are two
types of structured interviews, each of which has standard
procedures. Generally, an agency’s intake interview is guided
by a set of questions, usually in the form of an application.
The mental status examination (which typically takes place in
psychiatric settings) consists of questions designed to evaluate
the person’s current mental status by considering factors such as
appearance, behavior, and general intellectual processes. In
both situations, the interviewer has responsibility for the
direction and course of the interview, even though the areas to
be covered are predetermined. A further look at the mental
status examination illustrates the structured interview.
A mental status examination is a simple test that assesses a
number of factors related to mental functioning. Sometimes
agencies will use a predetermined list of questions. Others may
use a test such as the Mini Mental Status Examination (MMSE).
12. Both modalities structure the interview. Whatever the method,
generally the focus is on four main components that may vary
slightly in their organization: appearance and behavior, mood
and affect (emotion), thought disturbances, and cognition
(orientation, memory, and intellectual functioning). Some of
these components may be assessed by observing the client while
others require asking specific questions and listening closely to
responses. For example, appearance and behavior are observable
and may target dress, hygiene, eye contact, motor movements or
tics, rhythm and pace of speech, and facial expressions. On the
other hand, thought disturbances are based on what a client tells
the examiner and his or her perception of things: “Do your
thoughts go faster than you can say them?” “Do you hear voices
that others cannot hear?” and “Have you ever seen anything
strange you cannot explain?” The examiner takes into
consideration factors such as a person’s country of origin,
language skills, and educational level. Terms like “high school”
and tasks like reciting former U.S. presidents may not be
appropriate for all examinees.
As you read the following report, determine the results of the
assessment of the four components of a mental status
examination:
· “Pops” Bellini arrived for his appointment on time. He was
dressed in slacks and a shirt but appeared disheveled, with
wrinkled clothing and uncombed hair. He stated that he had
been homeless for six months and had not bathed in four days.
He wants to work. He rocked forward when answering a
question and tightly clasped his hands in his lap. He reported
that he is on no medication at the present time, although he has
taken “something” in the past for “nerves.” His mood was
anxious and tense, wondering if he will be able to find some
work. Speech was slow, clear, and deliberate. Initially he
responded with a wide-eyed stare. Mr. Bellini often asked that a
question be repeated; upon repetition, he provided responses
that were relevant to the question. Cognition seemed logical and
rational although slow. Mr. Bellini is aware of the need to find
13. work to support himself but is concerned about his ability to
perform at a job. He seems most worried about “pressures” that
cause him to “freeze.”
In contrast to the structured interview, the unstructured
interview consists of a sequence of questions that follow from
what has been said. This type of interview can be described as
broad and unrestricted. The applicant determines the direction
of the interaction, while the interviewer focuses on giving
reflective responses that encourage the eliciting of information.
Helpers who use the unstructured interview are primarily
concerned with establishing rapport during the initial
conversation. Reflection, paraphrasing, and other responses
discussed in Chapter Four will facilitate this.
Confidentiality
Our discussion of the initial meeting would be incomplete if we
did not address the issue of confidentiality. Human service
agencies have procedures for handling the records of applicants
and clients and for maintaining confidentiality; all helpers
should be familiar with them. An all-important consideration is
access to information.
Every communication during an interview should be
confidential in order to encourage the trust that is necessary for
the sharing of information. Generally, human service agencies
allow the sharing of information with supervisors, consultants,
and other staff who are working with the applicant. The client’s
signed consent is needed if information is to be shared with
staff employed by other organizations. The exception to these
general guidelines is that information may be shared without
consent in cases of emergency, such as suicide, homicide, or
other life-threatening situations.
Applicants are frequently concerned about who has access to
their records. In fact, they may wonder whether they themselves
do. Legally, an individual does indeed have access to his or her
record; the Federal Privacy Act of 1974 established principles
to safeguard clients’ rights. In addition to the right to see their
records, clients have the right to correct or amend the records.
14. For example, the Department of Health and Human Services
retains oversight for the Health Insurance Portability
Accountability Act of 1996 (HIPAA), which outlines privacy
regulations related to client records within the health care arena
(U.S. Department of Health and Human Services, n.d.). The
overriding principle of the act is that records belong to the
client, not the office or agency in which they are generated or
housed. Clients have access to their own records and they
determine who else may view them. Agencies and offices must
provide clients information about HIPAA (Notice of Privacy
Practices) and must secure client authorization for release of all
information.
There are two potential problem areas related to confidentiality.
First, it is sometimes difficult in large agencies to limit access
of information to authorized staff. Support staff, visitors, and
delivery people come and go, making it essential that records
are secure and conversations confidential (Hutchins & Cole
Vaught, 1997). The second problem has to do with privileged
communication, a legal concept under which clients’
“privileged” communications with professionals may not be
used in court without client consent (Corey, Corey, &
Callanan, 2007). State laws determine which professionals’
communications are privileged; in most states, human service
professionals are not usually included. Thus, the helper may be
compelled to present in court any communication from the
applicant or client. Sometimes it can be a challenge for the
helper to explain this limitation to an applicant while trying to
gather essential information. It can also be perplexing to the
applicant.
Evaluating the Application for Services
During this phase, the helper’s role is to gather and assess
information. In fact, this process may actually start before the
initial meeting with the applicant, when the first report or
telephone call is received, and continue through and beyond the
initial meeting. The initial focus on information gathering and
assessment then narrows to problem identification and the
15. determination of eligibility for services. This process is
influenced to some extent by guidelines and parameters
established by the agency or by federal or state legislation. At
this point in the process, the helper must pause to review the
information gathered for assessment purposes.
Part of the assessment of available information is responding to
the following questions:
■
Is the client eligible for services?
■
What problems are identified?
■
Are services or resources available that relate to the problems
identified?
■
Will the agency’s involvement help the client reach the
objectives and goals that have been established?
Reviewing these questions helps determine the next steps. To
answer the questions and evaluate the application for services,
the helper engages in two activities: a review of information
gathering and an assessment of the information.
REVIEW OF INFORMATION GATHERING
Usually, the individual who applies for services is the primary
source of information. During the initial meeting, the helper
forms impressions of the applicant. The problem is defined, and
judgments are made about its seriousness—its intensity,
frequency, and duration (Hutchins & Cole Vaught, 1997). As
the helper reviews the case, he or she considers these
impressions in conjunction with the application for services, the
case notes summarizing the initial contact with the client, and
any case notes that report subsequent contacts. The helper
learns more about the applicant’s reasons for applying for
services; his or her background, strengths, and weaknesses; the
problem that is causing difficulty; and what the applicant wants
to have happen as a result of service delivery. The helper also
uses information and impressions from other contacts. Other
16. information in the file that may contribute to an understanding
of the applicant’s situation comes from secondary sources, such
as the referral source, the client’s family, school officials, or an
employer. Information from secondary sources that can be part
of the case file might be medical reports, school records, a
social history, and a record of services that have previously
been provided to the client.
An important part of the review of information gathering is to
ascertain that all necessary forms, including releases, have been
completed and signatures obtained where needed. It is also a
good idea at this point to make sure that all necessary
supervisor and agency reviews have occurred and are
documented.
ASSESSING INFORMATION
Once the helper has reviewed all the information that has been
gathered, the information is assessed. Many helpers have
likened this part of the helping process to a puzzle. Each piece
of information is part of the puzzle; as each piece is revealed
and placed in the file, the picture of the applicant and the
problem becomes more complete. Some describe it as “a large
body of information from all kinds of different people that you
have to sort through in order to identify the real issues.” In
addition, a social worker in Houston suggests,
· Sometimes, to be effective, it’s necessary to be sensitive to
what is going on and what it means. This is a poor white
community with many different subcultures. For example,
anyone who works here needs to understand the importance of
shamans and spells. Sometimes individuals and families just
need a shaman to get rid of the spell. I’ve actually seen some
bizarre behavior changes as a result of a shaman’s intervention.
Knowing what information is in the file, the helper’s task shifts
to assessing the information. Two questions guide this activity:
Is there sufficient information to establish eligibility? Is
additional information necessary? In addition to answering
these questions, the helper also evaluates the information in the
file, looking for inconsistencies, incompleteness, and
17. unanswered questions that have arisen as a result of the review.
IS THERE SUFFICIENT INFORMATION TO ESTABLISH
ELIGIBILITY?
To answer this question, the helper must examine the available
data to determine what is relevant to the determination of
eligibility. The quantity of data gathered is less important than
its relevance. Human service organizations usually have
specific criteria that must be met to find an applicant eligible.
The data must correspond to these criteria if the applicant is to
be accepted for services.
The criteria for acceptance as a client for vocational
rehabilitation services is a good example. Vocational
rehabilitation is a state and federal program whose mission is to
provide services to people with disabilities so as to enable them
to become productive, contributing members of society.
Essentially, the criteria for acceptance for services are the
following: the individual must have a documented physical or
mental disability that is a substantial handicap to employment,
and there must be a reasonable expectation that vocational
rehabilitation services will render the applicant fit for gainful
employment.
During the assessment phase, a helping professional assesses
the information gathered to determine whether the applicant has
a documented disability. The next step is to document that the
disability is a handicap to employment. Does the disability
prevent the applicant from returning to work? Or, if the person
has not been employed, does the disability prevent him or her
from getting or keeping a job? If the answers are yes, the
helper’s final task is to find support for a reasonable
expectation that, as a result of receiving services, the applicant
can be gainfully employed. This brings us to the second main
question in the information assessment activity.
IS ADDITIONAL INFORMATION NECESSARY IN ORDER
TO DETERMINE ELIGIBILITY FOR SERVICES?
If the answer is no, the helper and the client are ready to move
to the next phase of the helping process. If the answer is yes—
18. that is, additional information is necessary to establish
eligibility—a decision is then made about what is needed and
how to obtain it. In the vocational rehabilitation example, the
helper examines the file for the documentation of a disability.
Specifically, the helper is looking for a medical report from a
physician or specialist that will establish a physical disability or
a psychological or psychiatric evaluation that will establish a
mental disability. If the needed information is not in the file,
the helper must make arrangements to obtain the necessary
reports.
Establishment of eligibility criteria is not the sole purpose of
this phase. Data gathered at this time may prove helpful in the
formulation of a service plan. Certainly the helper does not
want to discard any information at this point; neither does he or
she want to leave unresolved any conflicts or inconsistencies.
Relevant, accurate information is an important part of the
development of a plan. Ensuring relevance and accuracy at this
point in the process saves time and effort and allows the helper
and the client to move forward without delay.
Case Assignment
Once eligibility has been established and the applicant accepted
for services, there are three possible scenarios, depending on
the particular agency or organization. In all three, the applicant
becomes a client who is assigned a helper to coordinate and/or
provide services. In many instances, this helper is the same
person who handled the intake interview and determination of
eligibility. In some agencies, however, there are staff members
whose primary responsibility is conducting the intake interview.
After a review, the case is then assigned to another helper—the
helping professional who assumes primary responsibility for the
case and is accountable for the services given to the client,
whether provided personally, by other professionals at the
agency, or by helpers at a different agency.
A second scenario involves the specialized professional, a term
that may refer to either level specialization or task
specialization. Level specialization has to do with the overall
19. complexity and orientation of the client and the presenting
problem. Is the case under consideration simple or complex? Is
it a case of simply providing requested information, or is it a
multi-problem situation? Task specialization focuses on the
functions needed to facilitate problem resolution. Does the case
require highly skilled counseling, or is coordination sufficient?
The third scenario occurs most often in institutions where a
team of professionals is responsible for a number of clients. For
example, in a facility for children with cognitive disabilities
clients interact daily with a staff that includes a teacher, a
nurse, an activity coordinator, a helper, a cottage parent, and a
social worker. These professionals work together as a team to
provide services to each client.
Documentation and Report Writing
Documentation and report writing play critical roles in the
assessment phase of the helping process. The main
responsibilities facing the helper in this phase are identifying
the problem or problems and determining the applicant’s
eligibility for services. Documentation of these two
responsibilities takes the form of intake summaries and staff
notes. Most agencies have guidelines for the documentation of
information gathered and decisions made. This section
addresses the forms of documentation, their purposes, and how
to write them.
Before we discuss intake summaries and staff notes, let’s
distinguish between process recording and summary recording.
Process Recording and Summary Recording
A process recording is a narrative telling of an interaction with
another individual. In the assessment phase, a process recording
shows what each participant has said by an accurate account of
the verbal exchange, a factual description of any action or
nonverbal behavior, and the interviewer’s analysis and
observations. The person making the recording should imagine
that a tape recorder and a camera are taking in everything that is
heard or seen. Of course, because records are required to be
brief and goal oriented, the helper would not attempt an
20. exhaustive description, but this approach helps focus the
recorder’s attention on accuracy and impartiality.
Process recording is a useful tool for helping professionals in
training. Tape recorders, digital recorders, video cameras, and
VCRs are readily available today, but many agencies and
organizations don’t have them, and helpers may not have time
or authorization to use the equipment. Process recording is still
an effective way to hone one’s skills of direct observation.
Process recording is most often used with one-on-one
interviews. It includes the following elements:
· ■ Identifying information: names, date, location, client’s case
number or identifying number, and the purpose of the interview.
Paulette Maloney saw the client, Rosa Knight, for the first time
on Monday, November 5, at the agency. Ms. Knight is applying
for services, and the purpose of the interview was to complete
the application form and inform her of the agency’s services.
· ■ Observations: description of physical and emotional climate,
any activity occurring during the interaction, and the client’s
nonverbal behavior.
Ms. Knight appeared in my office on time, dressed neatly in a
navy dress. I asked Ms. Knight to come in, introduced myself,
shook her hand, and asked her to sit down. Although there was
little eye contact, she smiled shyly with her head lowered. In a
soft voice, she asked me to call her Rosa. Then she waited for
me to speak.
· ■ Content: an account of what was said by each participant.
Quotes are helpful here, to the extent that they can be
remembered.
I explained to Rosa that the agency provides services to mothers
who are single parents, have no job skills, and have children
who are under the age of 6. She replied, “I am a single parent
with two sons who are 18 months old and 3 years old. I have
worked briefly as a domestic.” I asked her how long she had
worked and where. She replied that she worked about five
months for a woman a neighbor knew. She quit “because the
woman was always canceling at the last minute.” She related
21. that one time when she went to work, the house was locked up
and the family was out of town. During this exchange, Rosa
clasped her hands in her lap and looked up.
· ■ Recorder’s feelings and reactions: sometimes this is called
a self-interview, meaning that the recorder writes down feelings
about and reactions to what is taking place in the interview.
I was angry about the way Rosa had been treated in her work
situation. She appears to be a well-mannered, motivated young
woman who genuinely wants a job so that she can be self-
supporting. Her shyness may prevent her from asserting herself
when she needs to. Her goal is to get out of the housing project.
I wonder if my impressions are right.
· ■ Impressions: here the recorder gives personal impressions of
the client, the problem, the interview, and so forth. It may also
be appropriate to make a comment about the next step in the
process.
Rosa Knight is a 23-year-old single mother of two sons, ages 18
months and 3 years. She has worked previously as a domestic.
Particular strengths seem to be motivation and reliability. Her
goal is to receive secretarial training so that she can be self-
supporting and move from the projects. Based on the
information she has provided during this interview, she is
eligible for services. I will present her case at the next staff
meeting to review her eligibility.
The other style of recording, summary recording, is preferred in
most human service agencies. It is a condensation of what
happened, an organized presentation of facts. It may take the
form of an intake summary or staff notes (both discussed later
in this section).
Summary recording is also used for other types of reports and
documentation. For example, a diagnostic summary presents
case information, assesses what is known about the client, and
makes recommendations. (See the Report for Juvenile Court
in Chapter Eight.)
A second example is problem-oriented recording, which
identifies problems and treatment goals. This type of recording
22. is common in an interdisciplinary setting or one with a team
structure. (An example is the Psychological Evaluation, also
in Chapter Eight.)
Summary recording differs from process recording in several
ways. First, a summary recording gives a concise presentation
of the interview content rather than an extensive account of
what was said. The focus remains on the client, excluding the
interviewer’s feelings about what transpired. Summary
recordings usually contain a summary section, which is the
appropriate place for the writer’s own analysis. Finally,
summary recording is organized by topic rather than
chronologically. The interviewer must decide what to include
and omit under the various headings: Identifying Information,
Presenting Problem, Interview Content, Summary, and
Diagnostic Impressions.
Summary recording is less time-consuming to write, as well as
easier to read. It is preferred for these reasons, not to mention
the fact that it uses less paper, thereby reducing storage
problems. Where computerized information systems are used, a
standard format makes information easy to store, retrieve, and
share with others. A reminder is in order here: agencies often
have their own formats and guidelines for report writing and
documentation. Generally speaking, however, the basic
information presented here applies across agency settings.
Intake Summaries
An intake summary is written at some point during the
assessment phase. It is usually prepared following an agency’s
first contact with an applicant, but it may also be written at the
close of the assessment phase. For purposes of illustration,
assume that it is written after the intake interview. At this point,
the interviewer assesses what was learned and observed about
the applicant. This assessment takes into account the
information provided by the applicant; the mental status
examination, if appropriate; forms that were completed; and any
available information about the presenting problem. Client
strengths are also identified at this time. The interviewer also
23. considers any inconsistencies or missing information. While
integrating the information, the interviewer also considers the
questions that are presented in the previous section. Is the
applicant eligible for services? What problems are identified?
Are services or resources available that relate to the problems
identified? Will the agency’s involvement improve the situation
for the applicant?
This information is organized into an intake summary, which
usually includes the following data:
· ■ Worker’s name, date of contact, date of summary
· ■ Applicant’s demographic data—name, address, phone
number, agency applicant number
· ■ Sources of information during the intake interview
· ■ Presenting problem and client strengths
· ■ Summary of background and social history related to the
problem
· ■ Previous contact with the agency
· ■ Diagnostic summary statement
· ■ Treatment recommendations
The sample intake summary on next page is from a treatment
program for adult women who are chemically dependent
(see Figure 2.3). To qualify for the residential program,
applicants must have a child who is three years of age or less
and has been exposed to drugs. The day program is available to
mothers who have a child older than three years. The
applicant whose intake is summarized in Figure 2.2is applying
to the residential program, which lasts one year. During this
time children live with their parent in one of 10 agency
apartments. To graduate from the program, the client must be
employed or enrolled in school and be free of substance abuse.
Some individuals enter the program voluntarily, and others are
ordered to come as part of their probation. On admission, a staff
member conducts a 30-minute interview, which is written up
and placed in the client’s file within two days. The client then
receives an orientation to the program and is assigned a care
coordinator in charge of that case. The care coordinator and the
24. client then have a more extensive interview, lasting
approximately 90 minutes.
Figure 2.3 Intake Summary
Staff Notes
Staff notes, sometimes called case notes, are written at the time
of each visit, contact, or interaction that any helping
professional has with a client. Staff notes usually appear in a
client’s file in chronological order. They are important for a
number of reasons:
· ■ Confirming a specific service: The helper wrote, “John
missed work 10 of 15 days this month. He reported that he
could not get out of bed. I referred him to our agency physician
for a medication review.”
· ■ Connecting a service to a key issue: The helper may write,
“I observed the client’s interactions with peers during lunch,”
or “I questioned the client about his role in the fight this
morning.”
· ■ Recording the client’s response: “Mrs. Jones avoided eye
contact when asked about her relationship with her family,”
“Janis enthusiastically received the staff’s recommendation for
job training,” or “Joe resisted the suggestion that perhaps he
could make a difference.”
· ■ Describing client status: Case notes that describe client
status use adjectives and observable behaviors: “Jim worked at
the sorting task for 15 minutes without talking,” and “Joe’s
parents were on time for the appointment and openly expressed
their feelings about his latest arrest by saying they were angry.”
· ■ Providing direction for ongoing treatment: Documenting
what has occurred or how a client has reacted to something can
give direction to any treatment. “During our session today, Mrs.
Jones said she felt angry and guilty about her husband’s illness
in addition to the feelings of sadness she expressed at our last
meeting. These feelings will be the focus of our next meeting.”
The format of case notes depends on the particular agency, but
they are always important. For instance, one substance abuse
25. treatment facility uses a copy of its form for each client every
day. A helper on each of the three shifts checks the behavior
observed and makes chronological case notes on the other side.
These notes allow the professionals working with a client to
stay up to date on treatment and progress and provide the means
of monitoring the case.
There are a number of other case note models, such as data,
assessment, and plan (DAT), functional outcomes reporting
(FOR), and individual educational programs (Cameron &
Turtle-Song, 2002). These are all variations of the
original SOAP format, originally developed by Weed (1964).
SOAP is an acronym for subjective, objective,
assessment, and plan. Developed to improve the quality and
continuity of client services by enhancing communication
among professionals, SOAP supports the identification,
prioritization, and tracking of client problems so they can
receive attention in a timely fashion (Kettenbach, 1995).
Subjective and objective aspects are both parts of data
collection. Subjective refers to information about the problem
from the client’s perspective or that of other people: “reports
difficulty getting along with her coworkers” or “mother
complains about client losing control and striking younger
sister.” The helper’s observations and external written materials
make up the objective component that is written in quantifiable
terms: “client seemed nervous, as evidenced by repeatedly
shifting in chair, chewing nails, rocking, and looking down.”
The assessment section combines both previous sections for
interpretation or a summarization of the helper’s clinical
thinking regarding the problem. This is often stated as a
psychiatric diagnosis based on the Diagnostic and Statistical
Manual of Mental Disorders IV, Text Revision(DSM-IV-TR;
American Psychiatric Association, 2000) (discussed in Chapter
Eight). The last section of the SOAP notes is the plan, which
generally includes both action and prognosis: “next appointment
is 5/25/05 @ 10 P.M.; prognosis is good due to motivation for
and interest in changing anger behavior. Client also referred to
26. anger management group for weekly meetings.”
Another format for case notes is illustrated by the notes
presented next, from a residential treatment facility for
emotionally disturbed adolescents. These notes are in the file of
a 15-year-old female client who is thought to have a borderline
personality disorder. At this facility, a staff person from each
shift is required to make a chart entry; the
abbreviations DTC, ETC, and NTC refer to day, evening, and
night treatment helpers. Any other staff member who has
contact with the client during the day (such as the therapist,
teacher, nurse, or recreation specialist) also writes a staff note.
The word level refers to the number of privileges that a client
(ct.) has. For example, a client at Level 1 has a bedtime of
9 P.M.; a client at Level 3 would go to bed at 10 P.M.
This residential treatment facility gives its staff members strict
guidelines for charting and consistent abbreviations: ct. to mean
client, cue to mean a warning, and C to signify a consequence.
Also, there must be no blank lines or spaces in a case note, so
the recorder puts in the line and signature at the end of each
entry. Note also that no names of other clients or staff members
appear in any entry. Notes such as these are routinely reviewed
by the helper.
You will also note that the word appropriate appears often. In
this facility, it is an important word because these clients often
behave and interact inappropriately. It is common for them to
act out sexually, exhibit interpersonal difficulties, and rebel
against any rules or authority figures.
CHAPTER SUMMARY
The assessment phase of the helping process includes the initial
contact with the individual or individuals who need or desire
services, the intake interview to gather data, and the
documentation that is required. Evaluating the application for
services concludes the phase.
Applicants learn about services in different ways, which often
27. result in a referral. The first step in determining eligibility for
services is the intake interview, which may be structured or
unstructured. The intake interview is an opportunity to establish
rapport, explore the needs or problems, identify client strengths,
and give some structure to the relationship.
Case assignment follows acceptance for services and may occur
in one of three ways. First, the helper who conducts the intake
interview may be assigned the case. Second, the case may be
assigned to a specialized worker who may provide either
complex services (level specialization) or specific services (task
specialization). Finally, a team of professionals may be
responsible for a number of clients.
Documentation and report writing are important parts of the
assessment phase. Two different types of documentation are
process and summary recording. Intake summaries and case
notes are examples of the documentation that occurs in this
phase.
CHAPTER REVIEW
Now it’s your turn to practice the concepts introduced
in Chapter Two. You can review the key terms and answer the
following questions.
KEY TERMS
Applicant
Assessment
Case or staff notes
Client
Confidentiality
Intake interview
Intake summary
Interview
Mental status examination
Privileged communication
Process recording
SOAP
Staff or case notes
Structured interview
28. Summary recording
Unstructured interview
REVIEWING THE CHAPTER
1.
How does a person’s previous experience with human service
agencies influence his or her decision to seek help?
2.
In what different ways do people learn about available services?
3.
Distinguish between the terms applicant and client.
4.
What purposes does the interview serve?
5.
Describe the roles of the helper and the applicant during the
initial meeting.
6.
Discuss different ways to define interview.
7.
What is the difference between interviewing and counseling?
8.
List the three factors common to all interviews.
9.
Describe what takes place in each of the three parts of an
interview.
10.
Give three examples of issues that applicants may raise during
the initial interview.
11.
Explain why intake interviews and mental status examinations
are structured interviews.
12.
What does a helper need to know about confidentiality in the
assessment phase?
13.
Discuss the two problem areas related to confidentiality.
14.
29. What questions guide the assessment of the information
gathered during this first phase of the helping process?
15.
Describe case assignment.
16.
Compare process recording and summary recording, and provide
an example of each.
17.
What purposes do staff notes (case notes) serve?
18.
Describe the SOAP format and its components.
QUESTIONS FOR DISCUSSION
1.
Why do you think the interview is an important part of the
helping process?
2.
What evidence can you give that a good assessment is vital to
the helping process?
3.
Speculate on what could happen if a client’s confidentiality was
violated.
4.
Develop a plan to interview a client who has applied for public
housing.
REFERENCES
American Psychiatric Association. (2000). Diagnostic and
Statistical Manual of Mental Disorders (4th ed., text revision).
Washington, DC: Author.
Cameron, S., & Turtle-Song, I. (2002). Learning to write case
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Development, 80, 286–292.
Corey, G., Corey, M. S., & Callanan, P. (2007). Issues and
ethics in the helping professions (6th ed.). Pacific Grove, CA:
Brooks/Cole.
Enelow, A., & Wexler, M. (1966). Psychiatry in the practice of
medicine. New York: Oxford Press.
30. Hutchins, D. E., & Cole Vaught, C. (1997). Helping
relationships and strategies (3rd ed.). Pacific Grove, CA:
Brooks/Cole.
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional
interviewing and counseling: Facilitating client development in
a multicultural society (7th ed.). Pacific Grove, CA:
Brooks/Cole.
Kanel, K. (2007). A guide to crisis intervention (3rd ed.).
Pacific Grove, CA: Brooks/Cole.
Kettenbach, G. (1995). Writing SOAP notes. Philadelphia:
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McQuaide, S., & Ehrenreich, J. H. (1997). Assessing client
strengths. Families in society, 78(2), 201–212.
Okun, B. F., & Kantrowitz, R. E. (2008). Effective helping:
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U.S. Department of Health and Human Services (n.d.) HIPAA.
Retrieved
from http://www.hhs.gov/ocr/privacy/hipaa/understanding/index
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Weed. L. L. (1964). Medical records, patient care and medical
education. Irish Journal of Medical Education, 6, 271–282.
Weinrach, S. G. (1987). The preparation and use of guidelines
for the education of clients about the therapeutic
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