SOCW 6101 week 8,9Feedback to Learner7417 141 AM Need to ad.docx

SOCW 6101 week 8,9
Feedback to Learner7/4/17 1:41 AM
Need to add this to APA format, good attempt in the application
of APA format. Please refer to your APA manual for
information on intext citations. For instance, when a book has
only two authors, your intext citation should list both authors
not just one , Also try to e xpan your posts to go in more detail
with your answers. You may also want to incorporate headings
according to APA style to help organize your thoughts
Comments
Hi thanks for your effort. Again, it is important to validate any
statements of fact with the literature. Throughout your posts
you make absolute statements like, "self pity is dangerous".
How do you know this? Who says it is dangerous? what
research supports this statement? These types of questions
should be asked with all statements of fact to make sure the
questions are answered in your narrative. Also watch for
punctuation, grammar and the proper application of APA
format. You peer posts should also be written scholarly and
thorough,
Comments
Good effort however I am concerned that your primary post
listed a reference but no intext citations were listed throughout
your post. What is the reference list referring to in your
writing? In addition your peer posts were not according to APA
format. All posts should be APA. Please make sure your writing
is scholarly and is supported by your references.
Special instructions : Please need in APA format style need
citations , treat each work as a separately work and each work

needs a separately references, please title the work as follow by
SOCW 6101 , by discussion #, by week #, example
SOCW 6101, discussion # , week #
In regards to discussion posts I generally follow the guidelines
spelled out in Walden's grading rubric in regards to posts (see
the grading rubric outlined in the course information section of
blackboard). However, if you do not use APA format or
references in at least your initial post, I will deduct at least 5
points for that (so please do that). This is also the same rules
for assignments, that they must follow APA style format. Also,
in past courses I have been flexible in certain situations
regarding delayed or late posts. I do believe that life sometimes
gets in the way when we least expect it to. Please know that I
would prefer a late post than no post at all. However, I will not
accept posts that are more than a week late. If you are not able
to post by the required date for whatever reason, just please let
me know beforehand. As a rule, however, I do deduct points off
the posts if they are late so as to be fair to those who post on
time.
In addition, I will be following very closely with
Walden's Tunitin Policy, which I posted below. Therefore, any
paper that is submitted to me with more than 30% of the paper
with improperly cited passages (or to many cited passages) I
will return the paper to you and ask for you to re-review it and
for a re-write if necessary. You will not lose points if the
original paper was submitted on-time, but will be given a
limited period of time to review/rewrite the paper (2-3 days).
I have provided an outline of what is specifically required for
discussion posts and written assignments in this course:
Discussion Posts:
All posts to all discussions require APA citations and

references. Each student is to respond to 2 other students’ posts
for every discussion throughout the course. This is the rule for
this class; there are discrepancies in this on the Blackboard site.
However, going forward, If you post more than 6 response
posts by day 5 you will be eligible for 3 points extra
participation credit to make up for any lost points (my class
rule).
I will be posting on discussions and I am requiring a response
from you so please check throughout the week for when respond
to your discussion post (usually by day 5)
All initial posts and response posts are due on the days
specified on Blackboard (usually Day Three and Five). If your
post is late for whatever reason please make sure your posts are
posted by Day 7. I am no longer allowed to accept posts after
Day 7 as per Walden’s Policy, and any posts. If you know that
there is a circumstance that will prevent you for making the post
on time or by Day 7, please email me to discuss.
The way a reader (myself and other students) can see that you
understand the information, theoretical models, concepts, and
words you are discussing is to write about them in your own
words as much as possible, tell us what the article authors said
by paraphrasing, using your own language. Scholarly does not
mean you have to write using multi-syllabic words. Writing a
bit like you talk is fine if the reader can understand and if your
spelling and grammar are correct.
Read the rubric before and while you write. Let it guide you as
to what you write. This is straightforward. In discussion posts
you can draft a post in a word document where you have pasted
the instructions for each point to be made in the post. You can
then write your answer/post right under this instruction and
copy and paste the whole thing onto the discussion list. This can
help you stay on track.
The idea in discussions is to have as much of a conversation as
possible. Notice that the “feedback” rubric score for “excellent”
says: RESPONSES --if you fail to respond at all, the grade for
feedback is 0 out of 10 points. This does not even consider

quality of posts, doing nothing causes a loss of 10 points
CITATIONS AND REFERENCES: Initial posts and the 2
required responses must have citations and references from the
professional literature. Using only the case as a reference/cite
is NOT sufficient. This is a vignette, it is not research that will
back up a claim. Every post should have a claim you are
making (e.g. "I think an eco map is good to use here",
"Strengths based is best here", "Women in violent relationships
often attempt to leave 9 times before leaving for good). You
then must have a cite/ref. that backs up this claim, e.g. an
article that states eco maps are good to use in situations similar
to the case under discussion.
Written Assignments:
Walden University has a strict policy on written assignments,
whereas all papers are required to follow APA format. The only
exception is that they no longer require a running head on the
papers. Most of you already adhere to this format and I have
not been as strict in my grading when reviewing your papers on
this, but going forward (Week 7 and beyond) I will now follow
closely to Walden University requirements and the rubric. The
outline for an APA paper is below, and I have attached a sample
for your review.
In addition, as I mentioned in my introductory post at the
beginning of the quarter. following very closely with
Walden's Tunitin Policy, which I posted below. Therefore, any
paper that is submitted to me with more than 30% of the paper
with improperly cited passages (or too many cited passages) I
will return the paper to you and ask for you to re-review it and
for a re-write if necessary. You will not lose points if the
original paper was submitted on-time, but will be given a
limited period of time to review/rewrite the paper (2-3 days).
Please feel free to email me if you have any questions.
Dr. Regina

APA Format Outline: In general, your paper should follow
these formatting guidelines:
Margin. Although formerly, the required measurement for
margins is 1 ½ inch, now, it is required that margins on all sides
(top, bottom, left, right) should each just measure one (1) inch.
Font Size and Type. Font for text all throughout the paper
should be 12-pt., Times New Roman.
Spacing. Double-space for the whole document, including
appendices, footnotes, tables and figures. For spacing after
punctuation, space once after commas, colons and semicolons
within sentences and space twice after punctuation marks that
end sentences.
Text Alignment and Indentation. Alignment should be flush left,
or aligned to the left creating uneven right margin.
Active Voice. Traditionally, the APA writing format requires
writing in an impersonal form. That is, refraining from using
pronouns such as ‘I' or ‘We' in your statements. Now, it has
changed. Most disciplines require the active voice. An example
of this would be, instead of writing “according to the study,” it
should be “according to our study.” This way, papers are made
to be as active as possible.
Order of Pages and Pagination. The order of pages should
follow this format:
Title Page > Abstract > Body > References > Appendices >
Footnotes > Tables > Figures
The page number should appear one inch from the right corner
of the paper on the first line of each page. The title page will
serve as the Page 1 of your paper.
Title Page
The Title Page should contain the title of your paper, your name
as its author (including co-authors), your institutional
affiliation/s and author note if applicable. In case there's no
institutional affiliation, just indicate your city and state or your
city and country instead.
As mentioned earlier, your title page will serve as your Page 1.

It should be typed centered on the page. If it requires more than
one line, please be reminded to double-space between all lines.
Your name appears double-spaced as well, below the paper title.
The author note is where information about the author's
departmental affiliation is stated, or acknowledgements of
assistance or financial support are made, as well as the mailing
address for future correspondence.
Abstract
The Abstract of your paper contains a brief summary of the
entirety of your research paper. It usually consists of just 150-
250 words, typed in block format. The Abstract begins on a new
page, Page 2. All numbers in your Abstract should be typed as
digits rather than words, except those that begin a sentence.
Body
The body of your research paper begins on a new page, Page 3.
The whole text should be typed flush-left with each paragraph's
first line indented 5-7 spaces from the left. Also, avoid
hyphenating words at ends of line.
Text Citation and References
Text Citations are important to avoid issues of plagiarism.
When documenting source materials, the author/s and date/s of
the sources should be cited within the body of the paper. The
main principle here is that, all ideas and words of others should
be properly and formally acknowledged.
The Reference Section lists all the sources you've previously
cited in the body of your research paper. It states the author/s of
the source, the material's year of publication, the name or title
of the source material, as well as its electronic retrieval
information, if these were gathered from the Internet.
Appendices
The Appendix is where unpublished tests or other descriptions
of complex equipment or stimulus materials are presented.
apaformat.pdf
SOCW 6101 week 8

·
Required
·
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2014). Understanding
generalist practice (7th ed.). Stamford, CT: Cengage Learning.
· Chapter 1, "Introducing Generalist Practice: The Generalist
Intervention Model" (pp. 1–52)
· Chapter 6, "Planning in Generalist Practice" (pp. 207-236)
Required
·
· Chapter 7, "Implementation Applications" (pp. 237-288)
· Scarborough, M. K., Lewis C. M., & Kulkarni, S. (2010).
Enhancing adolescent brain development through goal-setting
activities. Social Work, 55(3), 276–278.
Retrieved from the Walden Library databases.
·
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.).
(2014). Social work case studies: Foundation year. Baltimore,
MD: Laureate International Universities Publishing. [Vital
Source e-reader].
· "Working with Survivors of Domestic Violence: The Case of
Debra"
· "Working with Clients with Addictions: The Case of John"
Required
·
· Chapter 3, "Practice Skills for Working with Groups”(pp. 94-
126)
· 1. Discussion: Planning and Implementing Treatment Goals
with Clients

You are a social worker at an out-patient mental health facility.
Your new client presents with a diagnosis of bipolar disorder
and noncompliance with her medications. To deal with the mood
swings, she has been abusing painkillers and alcohol daily.
Currently homeless, she has been sleeping on her friends’
couches. Her boyfriend is emotionally and verbally abusive and
has just taken her last twenty dollars. She works at a local gas
station, but she has to depend on friends for rides to work. As a
result, she missed several work shifts. Her boss, who was
understanding until now, recently told her she could not miss
any more days, due to a lack of transportation. There are many
short, intermediate, and long-term problems the client could
address in this scenario. How do you choose which problem to
tackle first?
One trap for social workers is thinking that they know which
problem or concern should take priority and what is best for the
client. Rather, what the client feels is the priority is what
should take precedence. In this scenario, how would you start
the GIM planning process with the client? As her social worker,
you might feel that going into drug and alcohol rehab is a
priority. However, she might feel that keeping her job, and
therefore getting a car, is much more of a priority. If you
disregard her goals and instead refer her to an inpatient rehab
program, how successful will she be at completing that goal?
For this Discussion, review this week’s Resources. Select either
the course-specific case study for John or Debra and consider
how the social worker applied the GIM in the case study. Also,
think about any cultural competence techniques the social
worker might have explicitly or implicitly used in the case.
Then reflect on why working collaboratively with that client is
vital to the treatment planning process. Then, select three of the
eight planning steps discussed in the course text and think about
how you might utilize those planning steps to foster
empowerment during that process. Finally, reflect on the skills
you might use to ensure the treatment planning process is
mutually agreed upon by you and the client and consider how

the treatment planning process affects implementation of
treatment.
Post by Day 4 a description of how the social worker in the
course-specific case study you selected applied the GIM.
Include in your post an explanation of any cultural competence
techniques the social worker might have explicitly or implicitly
used in the case. Explain why working collaboratively with the
client is vital to the treatment planning process. Then, describe
the three planning steps you selected and explain how you might
utilize those planning steps to foster empowerment during that
process. Finally, explain one practice behavior skill you might
use to ensure the treatment planning process is mutually agreed
upon for you and the client and further explain how use of that
skill might affect implementation of treatment.
Support your posts and responses with specific references to the
Resources. Be sure to provide full APA citations for your
references.
2.
· Assignment: Assessment Application
Imagine how terrible it would be to plan a party and no one
showed up. As a social worker, you may very well plan a group
and no one attends. Why might this happen? In part, it might be
due to a lack of proper planning. Prior to establishing a group,
there is a great deal of planning that needs to occur. First and
foremost, you need to assess the need for the group.
· Why does this group need to be provided?
· Are there enough individuals who would want this type of
group?
· Is there a clear identified gap in services at the agency that
shows a need for this group?
· Have you chosen a time when many clients could attend this
group?
· What are the criteria for being accepted into the group?
· Is there a possible incentive that could be offered for
attending the group (bus or gas fare, food, etc)?
· Do you need babysitting services so that clients with children

are free to attend the group?
· Is this a task group, an educational group, and or a
psychosocial group?
· Is the group open-ended or time-limited?
As you can see, there are many details a social worker needs to
address, prior to starting a group. Once these details are
finalized, how will you run the group and what intervention
skills might you use to meet the need you identified?
For this Assignment, review this week’s Resources. Then, select
a population with which you might like to build a group.
Consider the needs of the population and the type of group you
might build to benefit the population. Think about how you
might structure this group and what role you, the social worker,
might need to assume in order to support the group members.
Finally, reflect on what intervention skills this group might
require and the potential group dynamics of which you should
be aware while running the group.
3.
Assignment: (3- to 6-page paper in APA format).
Your paper should include:
· A description of the population with which you might like to
build a group and an explanation of the type of group you might
build with this population.
· An explanation of the concerns that might be addressed for
this population in that group and a description of which cultural
structures and values may oppress, marginalize, alienate, create,
or enhance privilege and power for this group.
· A description of the details you must consider when planning
the group. For example, composition of the group, recruitment
strategies, format (open or closed), time frame, and use of
screening interviews for members.
· An explanation of the intervention skills needed for working
with this group and an explanation of the potential professional
roles the social worker might need to take on as the leader.

· An explanation of the potential dynamics to be aware of when
running this particular group.
Support your Assignment with specific references to the
references.
SOCW 6101 week 9
Required
·
· Chapter 8, "Evaluation, Termination, and Follow-Up in
Generalist Practice" (pp. 289–329)
· Walden Mental Measures Yearbook Database
· Note: Search this database in the Walden Library for
assessment measures you might use to evaluate treatment in
Discussion 1.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.).
(2014). Social work case studies: Foundation year. Baltimore,
MD: Laureate International Universities Publishing. [Vital
Source e-reader].
· Working with Immigrants and Refugees: The Case of Abdel
· Working with Clients with HIV/AIDS: The Case of Pedro
· Steketee G., Frost, R. O., Tolin, D. F., Rasmussen, J., &
Brown, T. A. (2010). Waitlist-controlled trial of cognitive
behavior therapy for hoarding disorder. Depression and
Anxiety, 27(5), 476–484.
Required
· Siebold, C. (2007). Everytime we say goodbye: Forced
termination revisited, a commentary. Clinical Social Work
Journal, 35(2), 91–95.

4.
· Discussion 1: Treatment Evaluation
Many social work students dread taking research classes. They
often view the courses as unnecessary to be a good social
worker when, in fact, the opposite is true. How do you really
know that your interventions are working, unless you evaluate
them? As a social worker it is essential to identify in a
quantifiable manner whether a treatment is helping the client or
if it needs to be abandoned for another approach. In the past,
social workers depended on recognizing a client’s progress
through their own observations. Today, with a significant push
both in the field of social work and among insurance companies
to provide evidenced-based practice, social workers now are
expected, more than ever, to evaluate their practice. Selecting
the proper measurement/evaluation tool, based on the clients’
presenting concerns and treatment goals, will provide the
evidence-based practice that is expected by the field.
For this Discussion, review this week’s Resources, including
the course-specific case studies. Select either Abdel or Pedro
from the course-specific case studies provided and search the
Mental Measures Yearbook database to identify potential scales
that could be used to evaluate the treatment. Select one of the
scales you identified and consider why it might be useful in
evaluating treatment. Finally, think about the validity and
reliability of that scale.
Note: The course-specific case study you select should differ
from the case study you selected in Week 6.
Post by Day 3 a description of the scale you might use to
evaluate treatment for the client in the case study you selected
and explain why you selected that scale. Be sure to reference
the case study you selected in your post. Finally, explain the
validity and reliability of that scale.
references.
Required

· Walden Library: Counseling and Psychotherapy Transcripts,
Client Narratives, and Reference Works Database
· Note: Search this database in the Walden Library for examples
of video transcripts you might use as a model for your own role
play video transcript.
· 2,022 results | page
1 » 2 » 3 » 4 » 5 » 6 » 7 » 8 » 9 » 10...21
Session Title ▼
Author ▼
In Series ▼
Date ▼
Series 1, Session 1: Client has very low self-esteem and appears
depressed. She wishes she could put her relationship insight to
constructive use. She knows she acts irrationally and wants to
change her unhealthy emotions
Albert Ellis Institute
Albert Ellis Institute Collection
2009
Series 1, Session 6: Client is trying to train herself to not talk
when she is feeling anxious
2009

Series 1, Session 7: Client is trying to be constructive with her
emotions. She notices the connection between physical and
emotional pain
2009
Series 1, Session 8: Client has been working on acceptance of
her emotions
2009
Series 2, Session 1: Client in her late 20s has been deported
from Portugal while teaching English. She experiences
irrational emotions and extreme reactions to stress resulting in
states of panic. She hopes to find healthy coping mechanisms to
deal with her anxieties and life changes.
2010
Series 2, Session 2: Client has been having fights with her
family over housing issues and with her boyfriend over when he
is supposed to call her. She wants to confront her irrational
thoughts about these issues and not let things bother her so
much.

2010
Series 2, Session 3: Client's Portuguese boyfriend is going to
move in with her, which has caused some stress. She is
experiencing irrational anxiety about the relationship as well as
self-loathing, and has problems with catastrophising situations.
2010
Series 2, Session 4: Client continues catastrophising her
relationship and experiences self-loathing as a result of her
perfectionism.
2010
Series 2, Session 5: Client has difficulties admitting when she
has made mistakes as a result of her perfectionism. She has
anxiety related to being judged by her peers and her boyfriend.
2010

Series 2, Session 6: Client has begun accepting her
perfectionism. She would like to be healthier and also control
her irritation when her boyfriend does small things which annoy
her.
2010
Series 2, Session 7: Client has made some progress in her
irritability but still judges herself, her boyfriend, and others too
harshly. Her perfectionism manifests as a need to be successful
at everything she finds important, and a lack of trying in
everything she does not.
2010
Series 2, Session 8: The client has misgivings about her
relationship with her boyfriend after having read his email.
Neither of them are very emotionally expressive, and she wants
to rectify this, though she fears rejection.
2010

Series 2, Session 9: The client has been attempting to be more
expressive towards her boyfriend, but he has not been receptive,
and she worries about rejection. There have also been some
family problems.
2010
Series 3, Session 1: Male client in his 20s with a previous
history in therapy presents with academic problems and apathy
as a result of low tolerance for frustration.
2010
Series 3, Session 2: Client prepared academically as a result of
his last session and reports a degree of success. He feels a lot of
pressure from his parents, but plans to change paths and pursue
a food-related profession.
2010
Series 3, Session 3: The client has been more academically
motivated lately, and must now sustain his success. He also has
social anxiety and a difficult past relationship with a girlfriend
who shared his desire for same-sex relationship

experimentation.
2010
Series 3, Session 4: Client struggles with his indecision about
going back to college versus pursuing a career in the food
industry. He has a new girlfriend, but they are tentative about
the relationship.
2010
Series 3, Session 5: Client's attempts to better his academic
performance continue with some measure of success. He also
suffers from social anxiety and a distraught ex-girlfriend, both
of which will be a problem when he goes back to college after
academic probation.
2010
Series 3, Session 6: Client has had both academic setbacks and
successes. He is concerned about maintaining friendships with
his peers at his previous college and dealing with his parents
and social anxiety.

2010
Series 4, Session 1: A female student in her early twenties
suffers from social anxiety, making interactions with her friends
and roommate difficult. She feels guilty about being
unemployed, but her anxiety hampers her hopes of securing a
job in retail.
2010
Series 4, Session 2: Client has problems with confrontation due
to her social anxiety and fear of judgment. She is assigned
homework to apply to retail jobs in the coming week in order to
face what makes her uncomfortable.
2010
Series 4, Session 3: Client has made some progress with
confronting her anxiety and applying to retail positions; she
disputes her catastrophic thinking.
2010

Series 4, Session 4: Client and therapist go outside together to
confront strangers in the street, working on the client's social
anxiety.
2010
Series 4, Session 5: Client has been avoiding her shame-
attacking exercises, succumbing to her anxiety. She confronts
her social awkwardness and aversion to engaging in
conversation. A male friend has shown interest in her, but she
has difficulty contacting him and setting up a date as a result of
her social anxiety.
2010
Series 4, Session 6: Client experienced an awkward social
situation with the male friend she has been thinking of asking
out. She resists doing so because of her fear of rejection and
judgment as well as her feelings of guilt, although she is
capable of suppressing her anxiety in order to attend school.
2010

Series 4, Session 7: Client sees the male friend she is interested
in again but is still reluctant to pursue him for a relationship.
She also has some anxiety about her performance in school.
2010
Series 4, Session 8: After an incident with her friends, client
has not spoken with the male friend she is interested in. She
attempts to text him.
2010
Series 4, Session 9: Client explores exciting aspects of anxiety-
provoking events to focus on such as packing for trips or
putting together outfits before going out. She also discusses her
coursework at school.
2010
Series 4, Session 10: Client discusses her resume and anxiety
over interviewing, then considers taking a public speaking class
and going out with friends to help her face her fears.

2010
Series 4, Session 11: Client has experienced anxiety about her
birthdays in the past, which makes her anxious about her
approaching birthday. Planning can help reduce the anxiety.
2010
Volume no. 1: Loretta: Client is interviewed by Dr.'s Ellis,
Felder, and Rogers. She is hospitalized at the time of interview
and suffers from schizophrenia
Ellis, Albert, 1913-2007; Felder, Richard E., ?-2008; Rogers,
Carl, 1902-1987
American Academy of Psychotherapists
Volume no. 2: 19-Year-Old Male: This is a sequence of five
excerpts from the first nine interviews with a 19-year-old young
man. A brief description of the tenth interview is also included.
These first ten interviews represent to me the gradual
development of a potentially therapeutic relationship. The five
excerpts here seem the concrete steps in the progressive
development of that relationship
Rogers, Carl, 1902-1987

Volume no. 3: Mr. Vac: Client feels very down, takes a long
time to break his silence at the beginning of this session
Volume no. 5: Miss Mun: Client is intensely annoyed by other
women. She finds herself most impatient while dealing with
women
Volume no. 6: Mr. Lin: Client believes himself to be
homosexual and wants to change
Volume no. 7: Client feels ambivalent about his life in general.
He is concerned that he has not set life goals yet and must do so

to attain any real happiness
Volume no. 8: Mrs. P.S.: Client talks to Dr. Rogers about her
childhood and family relationships
Volume no. 9: Composite A, B, C: Symptoms, patient had
anxiety states, phobic fear of driving, mild depersonalization;
that is she said, “I have a feeling of artificiality”, fears of
having leukemia and cancer, hostile fantasies to her children, a
degree of sexual frigidity during the past three years
Levitsky, Abe
Volume no. 11: John Jones: The patient with whom the
following recorded interview is held is a 31-year-old freelance
copywriter who has been a fixed homosexual since the age of
14. He has had only a few heterosexual experiences, when girls
have taken the initiative with him. And these have not turned
out very well since he has shown himself to be too passive,
effeminate and campy

Ellis, Albert, 1913-2007
Volume no. 12: Gregg: Client and therapist discuss client's
dreams
Progoff, Ira, 1921-1998
Volume no. 13: Harry: Client spends much of the time worrying
about being recorded in this session
Anonymous
Volume no. 14: Jim: He originally came in with an acute
paranoid episode which rapidly subsided and direct analysis was
terminated at that point
Rosen, John
Volume no. 17: Miss E.S.T.: Young female client has been

undergoing Electroconvulsive therapy
Felder, Richard E., ?-2008
Volume no. 15: Don: His presenting complaints initially were
that he felt frustrated and “tight” in all of his living and he had
had a sense of being unable to use his native intelligence. He
had a sense of being dissatisfied with life generally but was
unable to state in just what ways
Felder, Richard E., ?-2008; Warkentin, John
Volume no. 20: Two Group Sessions: These two group sessions
were selected because they illustrate the dynamic interaction
that exists within my group and the effectiveness of this
interaction in breaking through the rather rigid defense system
of Betty, a highly competent and successful professional woman
whose frustration in her personal life stemmed partially from an
overemphasis on maintaining the persona of maturity
Heisler, Verda
Volume no. 21: Multiple Therapy With a Couple
Felder, Richard E., ?-2008; Whitaker, Carl

Volume no. 23: Mr. and Mrs. Navnor: The interview with this
couple, Mr. and Mrs. Navnor took place a day immediately
following their initial request to the base chaplain for assistance
in their marriage
Becker, Russell, fl. 1957
Volume no. 24: The Betterlys: Family therapy with parents and
daughter
Becker, Russell, fl. 1957
Volume no. 29: Marney: Client believes therapist is the only
man she loves (including her husband and sons). She claims to
want to end therapy in order to end the torture of loving Dr.
Greenwald
Greenwald, Harold, 1910-1999

Volume no. 34: Rational Emotive Therapy #1: Client is
confused about where her relationship stands with her ex-
husband and his children. She feels like a failure after a long
separation period from her husband ends in divorce
Volume no. 34: Rational Emotive Therapy #2: Client's low self-
esteem is effecting her ability to do her job well
Volume no. 56: Hypnotic Age Progression: Client's promiscuity
is making her physically ill. These sexual relationships go no
where and she is sick of getting herself into them, literally. She
talks about being sexually abused by her brother as a young girl
Rothman, Irwin
Volume no. 92: Edward: client is angry with his mother and
siblings
Bocchini, Richard

Volume no. 103: Don: Psychotherapy By the Option Method.
During the last year and a half Don has been in individual
therapy every other week. Prior to that he had a combination of
individual and group therapy. Some of the themes that Don
deals with in the tape are sexual fantasies, selfishness versus
taking care of oneself and trusting oneself
Berger, Miriam E.
Patient at Wisc., February 1962: Client is a military veteran
who had been diagnosed with a catatonic schizophrenic
reaction. After EST and insulin coma therapy, he has made
some what of a recovery but, he continues to land himself in
psychiatric hospitals. Therapist does some fantasy-imagination
work with client
Whitaker, Carl
1962
BJ - Amy 3-01 Session
Anonymous

Solution
-Focused Therapy for Addictions: This transcript is an initial
therapy session with Insoo Kim Berg and Carla in which Berg
helps Carla apply the methods that she has used in addressing
her previous drug addiction to her current goal of changing her
eating behaviors
Berg, Insoo Kim, 1934-2007
Brief Therapy for Addictions
2000
Cognitive Therapy: In this session Dr. Liese uses Cognitive
therapy to work with the client's substance abuse issues
Liese, Bruce, fl. 2000
2000

Harm Reduction Therapy for Addictions: Harm Reduction
Therapy is an innovative approach that focuses on reducing the
harmful consequences of drug use. The therapist accepts the
client on his or her own terms and tries to reduce barriers to
treatment. In this session, Dr. Marlatt works with a heroin-
addicted client who is considering entry into a methadone
program
Marlatt, G. Alan, fl. 2006
2000
Couple Therapy for Addictions: Dr. McCrady reminds us that
alcohol and drug problems always exist in a context that
includes families and relationships, and that couples therapy is
an important model for working with addictions. Dr. McCrady
uses a behavioral approach that helps the client change his or
her addictive behaviors, helps the partner learn to respond
differently, and helps the couple change the relationship itself.
In this transcript, Dr. McCrady works with a young couple
trying to change behaviors related to alcohol and marijuana use

McCrady, Barbara S.
2000
Motivational Interviewing: In this transcript, Dr. Miller
demonstrates how Motivational Interviewing helps people
resolve their ambivalence about changing addictive behaviors.
The therapist creates an atmosphere that is conducive to change
by expressing empathy and encouragement, rolling with
resistance, and helping the client explore the gaps between their
current behaviors and the life they would like to lead. In this
session, Dr. Miller works with a client who is considering
changing his alcohol use and smoking habits
Miller, William R.
2000
Reality Therapy for Addictions: Dr. Wubbolding adapts his
renowned Reality Therapy approach to work with clients

struggling with addictions. His practical and systematic
approach helps clients evaluate the effectiveness of current
behaviors and focus on practical plans of action for change. In
the transcript, Dr. Wubbolding works with a client whose
recovery from cocaine addiction is complicated by depression
Wubbolding, Robert E., fl. 2001
2000
Integrating Therapy With 12 Step Program: Psychotherapy and
12-step groups have complimentary roles in a client's process of
recovery, which is illustrated here by Dr. Zweben as she focuses
on the role of such groups as Alcoholics Anonymous and
Narcotics Anonymous within the therapy session. In this
transcript, Dr. Zweben works with a Desert Storm veteran who
is currently drinking and who is considering the possibility of
contacting Alcoholics Anonymous
Zweben, Joan Ellen
2000

Stages of Change Model: This transcript is an initial therapy
session with Dr. Norcross and LC, a client who is at the
maintenance stage in recovery from cocaine addiction and the
contemplation stage in addressing issues related to alcohol
Norcross, John C., 2011
2000
Brief Therapy in Action - Anxiety, Arousal, or Anger
Freeman, Arthur, fl. 2000
Session 1: Client is uncomfortable in one-on-one relationships.
She discusses her work as a teacher to young boys. She always
experiences tension while visiting her family
Dahl, Hartvig, 1923-2007

The Case of Mrs. C
1968
Session 2: Client is having a difficult time feeling comfortable
talking in therapy. She expects sympathy from the therapist. She
remembers when she started disliking herself so immensely
when she was just prepubescent
The Case of Mrs. C
1968
Session 3: Client has been experiencing intense nervousness
before and even after the therapy sessions. The feeling has been
intense enough to induce physical symptoms such as nausea,
loss of appetite, and stomach ache
The Case of Mrs. C
1968

Session 4: Client would feel embarrassed and out of control if
she allowed herself to cry in front of the therapist. She learned
from her parents to never show emotions in front of other
people
The Case of Mrs. C
1968
Session 5: Client describes her irritations and disdain for her
assistant at work. Client seeks reassurance from her husband
after therapy sessions. She searches for flaws in everyone she
knows to assuage her own feelings of inferiority
The Case of Mrs. C
1968

Session 6: Client has to criticize others to feel better about her
own perceived short-comings
The Case of Mrs. C
1968
Session 7: Client's frustrations with her sense of losing control
make her want to become withdrawn and isolated. She often
wonders if she really does love her husband or if they are just
compatible from years of living together
The Case of Mrs. C
1968
Session 8: Client remembers always feeling comfortable around
men her father's age. She has always used attention-seeking
behavior with her parents
The Case of Mrs. C

1968
Session 9: Client is noticing that she tends to have mostly
unpleasant topics to talk with her husband about. She feels bad
for putting such negativity on him. she projects feelings of
impatience and disapproval onto the therapist
The Case of Mrs. C
1968
Session 10: Client is mainly concerned about herself and what
others think of her
The Case of Mrs. C
1968

Session 11: Client becomes upset when she realizes that she
will have to fight for someone's attention. She dislikes
competition of any type
The Case of Mrs. C
1968
Session 12: Client is very upset that she been unable to come up
with anything to talk about in her session. She does not like
having to be spontaneous. She does not feel comfortable telling
the therapist certain things about him that bother her, she feels
it is too personal and hostile
The Case of Mrs. C
1968
Session 13: Client feels that her need to dominate others is a
response to her feelings of inferiority

The Case of Mrs. C
1968
Session 14: Client is still experiencing nervousness on her way
to therapy. She feels inferior at work quite often
The Case of Mrs. C
1968
Session 15: Client is having a hard time accepting her mother's
affection, she feels like it is too little too late
The Case of Mrs. C
1968
Session 16: Client explains how she tries to discuss only

matters of high importance to her while in therapy. She feels
very uncomfortable in silence so feels the need to speak
incessantly during her sessions
The Case of Mrs. C
1968
Session 17: Client describes how she sometimes has to
withdraw from being intimate with her husband, this leads to
feelings of guilt
The Case of Mrs. C
1968
Session 18: Client cannot stop thinking about her grandmother
who has recently died. She does not feel like she can cry due to
being raised in a family where emotional states were not shown
The Case of Mrs. C

1968
Session 19: Client describes how she would love to be able to
just let go and scream sometimes, to release frustrations. The
power goes off during this session; client describes an intense
fear of the dark, a fear that the room may cave in upon her
The Case of Mrs. C
1968
Session 20: Client has a fear of missing out on something or
being left out. She is very worried about how others perceive
her actions. She describes her fear of becoming a rape victim
The Case of Mrs. C
1968

Session 21: Client does not feel like she is doing her job well.
She becomes anxious when she sees or hears other people
enjoying themselves
The Case of Mrs. C
1968
Session 22: Client is still experiencing nervousness before
arriving to her therapy sessions. She discusses her obsession
with death. She continually feels the need to dominate others
The Case of Mrs. C
1968
Session 23: Client feels like it is just as hard now as it was in
the beginning of therapy to talk about her personal issues with
the therapist because he still feels like a stranger to her

The Case of Mrs. C
1968
Session 24: Client is uncomfortable with the opening and
shutting of doors especially while waiting in the therapist's
office, it makes her feel shut out from everything. She feels like
everyone is out to get her so she has to be on the defensive
The Case of Mrs. C
1968
Session 25: Client is very defensive towards her assistant at
work, she feels threatened by her adequacy
The Case of Mrs. C
1968

Session 26: Client feels like her time is encroached upon when
someone else calls into her session. She finds herself feeling
like she needs to compete for her alloted time with the therapist.
She feels that going through psychoanalysis makes her disloyal
to her parents
The Case of Mrs. C
1968
Session 27: Client feels upset by seeing therapist outside of
context
The Case of Mrs. C
1968
Session 28: Client feels less nervous and shut out than usual.
She describes what she finds attractive in men and how she had
to overcome the fact her husband does not have these attributes

The Case of Mrs. C
1968
Session 29: Client discusses some spousal relationship issues.
She is fearful of her marriage being like her relationship with
her father
The Case of Mrs. C
1968
Session 30: Client discusses her spousal relationship. She
becomes annoyed with her husband easily. She wishes her
husband would accept a platonic relationship with her over an
intimate, married relationship
The Case of Mrs. C
1968

Session 31: Client is afraid to ask for things of others. She
seems almost intimidated by having to ask a favor. She fears
rejection
The Case of Mrs. C
1968
Session 32: Client feels like she is making personal progress
but, she does not feel like her spousal relationship is improving.
She discusses why she does not want children
The Case of Mrs. C
1968
Session 33: Client feels like she cannot relate to her husband.
She often feels the urge to use physical violence against her

husband
The Case of Mrs. C
1968
Session 34: Client was late to session and built up a feeling of
nervousness due to her tardiness. Her tension over her spousal
relationship has been relieved some, she has been eager to
spend time with her husband recently
The Case of Mrs. C
1968
Session 35: Client is having death fantasies about her parents.
She is extremely uncomfortable with her own vagina due to an
accident from childhood that left her scarred. She finds it
difficult to have sexual intercourse because she is repulsed by
her assumed disfigurement

The Case of Mrs. C
1968
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5.
·
· Discussion 2: Management of Planned and Unplanned
Termination
Ending a client relationship can be just as difficult as ending a
personal relationship. In fact, while much of the literature
addresses when to terminate, a more significant topic is the
feelings that surround termination. Depending on the client and
the length of treatment, saying goodbye can be hard for both of

you. As a result, you should prepare for termination and the
feelings surrounding this step of the GIM process early in the
client-social worker relationship.
While you generally anticipate that successful treatment will
lead to the eventual termination of the client relationship, there
are a variety of other reasons for why this relationship might
come to an end. There might be a set number of sessions the
client’s insurance will allow, or maybe the end of your
internship is quickly approaching. Maybe termination results
from the unexpected, like a new job, an illness, or the client
leaves without notice. Regardless of the cause, you and your
client must be prepared for the end of your working
relationship. Not discussing termination can result in
uncomfortable feelings, including anger and disappointment for
the client. As the social worker, you might feel disappointed
about not being able to see the treatment through to completion.
Even when termination is a planned event, clients might respond
with anger, increased silence, missed sessions, or early
termination. If they feel positive about this next step, they
might express feelings of satisfaction and pride, with an
appropriate amount of sadness about losing this relationship.
While you are involved in a purely working relationship, you
may be surprised at how many emotions or what types of
emotions might surface for both of you when terminating the
relationship.

For this Discussion, review this week’s Resources. Consider
potentially positive and negative feelings that you, as a social
worker, and the client might feel regarding the termination of a
therapeutic relationship. Then, think about how you might assist
the client with the potential negative feelings. Finally, reflect
on how you might help yourself with your own potentially
negative feelings.
Post by Day 4 a brief description of two potential positive and
two potential negative feelings that both you, as the social
worker, and the client might feel, regarding the termination of a
therapeutic relationship. Then, explain a skill you might use to
assist a client with the potential negative feelings. Finally,
explain how you might help yourself with your own potentially
negative feelings.
references.
Optional
SOCW 6101 week 8,9
Feedback to Learner
7/4/17 1:41 AM

Need to add this to APA format
, good attempt in the
application
of APA format. Please
refer to your APA manual for information on
intext
cit
ations
. For inst
ance
, when a
book
has on
ly
tw
o a
uthors
, your i
ntext

cit
ation
should
list both authors not j
ust
one , Also try
to e xpan yo
ur
posts
to go in
mor
e
de
tail
wi
th yo
ur
an
swers

. You m
ay
al
so
want
to
i
ncorporate
headings a
ccording
to APA s
tyle
to he
lp
or
ganize
your thoughts

COMMENTS
Feedback to Learner
6/24/17 12:21 AM
Hi
th
anks
fo
r your
ef
fort. Again, it is
important
to
validate
any st
atements
of fact with the
literature

. Throughout yo
ur
p
osts
y
ou
ma
ke
a
bsolute
st
atements
lik
e, "self pity is
dangerous"
. How do you
kno
w this? Who
says

it is dangerous? what r
esearch
supports
this s
tatement
? These
types
of questions sh
ould
be as
ked
with
al
l st
atements
of fact to
m
a

ke
sure the questions are an
swered
in your
narra
tive. A
lso
watch
fo
r
punctuation
,
grammar and the pr
oper
a
pplication
of APA format. Y
ou
peer

p
osts
should also be
written
scholarly
and thorough,
COMMENTS
Feedback to Learner
6/12/17 2:30 AM
listed a reference but no
intext
citations
were
listed

th
roughout
your p
ost
. What is the re
ference
lis
t re
ferring
to in
yo
ur
wri
ting? In ad
dition
your
peer
p
osts

were not according to APA format. Al
l p
osts
s
hould
be APA. Please m
ake
su
re your w
riting
is scholarly and is
supported
by your
references.

citati
ons , treat each
work as a separately work and each work needs a separately
references, please title
the work as follow by SOCW 6101
, by discussion #, by week #, example
SOCW 6101
, discussion # , week #
SOCW 6101 week 8,9
Feedback to Learner
7/4/17 1:41 AM
Need to add this to APA format, good attempt in the application
of APA format. Please
refer to your APA manual for information on intext citations.
For instance, when a book
has only two authors, your intext citation should list both
authors not just one , Also try
to e xpan your posts to go in more detail with your answers.

You may also want to
incorporate headings according to APA style to help organize
your thoughts
COMMENTS
Feedback to Learner
6/24/17 12:21 AM
Hi thanks for your effort. Again, it is important to validate any
statements of fact with the
literature. Throughout your posts you make absolute statements
like, "self pity is
dangerous". How do you know this? Who says it is dangerous?
what research supports
this statement? These types of questions should be asked with
all statements of fact to
make sure the questions are answered in your narrative. Also
watch for punctuation,
grammar and the proper application of APA format. You peer
posts should also be
written scholarly and thorough,
COMMENTS
Feedback to Learner
6/12/17 2:30 AM

listed a reference but no
intext citations were listed throughout your post. What is the
reference list referring to in
your writing? In addition your peer posts were not according to
APA format. All posts
should be APA. Please make sure your writing is scholarly and
is supported by your
references.
citations , treat each
work as a separately work and each work needs a separately
references, please title
the work as follow by SOCW 6101 , by discussion #, by week
#, example
SOCW 6101, discussion # , week #

SOCW 6101 week 8,9Feedback to Learner7417 141 AM Need to ad.docx

SOCW 6101 week 8,9Feedback to Learner7417 141 AM Need to ad.docx

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