To prepare for this Project AssignmentJennie, a first yea
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To prepare for this Project Assignment: Jennie, a first year practicum student, was off to a good start with her client, Sue. However, at their session, Sue entered in true crisis. “I have breast cancer!” she cried. “My doctor says I have breast cancer!” With undisguised anguish, she went right to her biggest fear: “My girls may not have a mother to help them grow up!” Taken aback by the intensity of this raw emotion, Jennie didn’t know what know what to do at first. Thinking of what she could say, Jennie jumped in and began doing what she had always done best: getting the facts, making plans, and solving problems: “Have you got a second opinion? Have they talked to you about your treatment options yet? They can do much more now than they used to chemo has become so much more effective…” The next day, in supervision Jennies supervisor tried to help Jennie see that she had moved right into problem-solving and reassuring mode without responding directly to Sue’s profound fear. The supervisor commented, “Such bid feelings, Jennie, such vulnerability. It sounds like you wanted to help Sue figure out what to do. Instead, what do you think would have happened if you had just tried to stay with her feelings longer?” Jennie was rather quiet, and vaguely suggested that she wasn’t sure how to do that. Her supervisor tried to be more specific: “I’m thinking of several ways you might be able to do that in the future- like expressing more directly your own compassion or concern for her. Or perhaps helping her clarify or name her feelings that seem so overwhelming, or maybe just affirming how frightening all of this is right now? I think the sequence is important her. If you respond to her feelings first with this type of understanding or empathy, I think that then she could better use your suggestions about what to do.” As their discussion unfolded, however, Jennie disagreed and said, “The client wasn’t ready to go that deep yet—we haven’t been working together long enough to push her into feelings like that.” Jennie looked puzzled as the supervisor replied, “But you weren’t ‘pushing’ her to ‘do deeper’ than she wanted. Sue initiated this—she bought these feelings to you.” It was too new and too much for Jennie to absorb now, but, by the end of her practicum year, Jennie had become at better at letting her clients feel what they were feeling. Review the above client, and consider the case of Jennie, a first-year practicum student, and her client, Sue. ( As you review this case study, consider the various techniques used throughout the therapy session demonstrated. Consider the appropriateness of the technique exampled in this case study, as it relates to the Interpersonal Psychotherapy approach, and how you might view the therapist effectiveness with this particular client, from an Interpersonal Psychotherapy approach to treatment. Also, consider any implications for social change that may be related to the client's treatment. To complete t ...
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PRACTICE29Working With Survivors of Sexual Abuse and.docx
PRACTICE
29
Working With Survivors of
Sexual Abuse and Trauma:
The Case of Angela
Angela is a 27-year-old, Caucasian female, who first came to
counseling to address her history of sexual abuse. She graduated
from college with a BS in chemistry and has since been employed
by pharmaceutical companies. After obtaining a new job, she relo-
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one younger brother who also lives in a different state. Angela has
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a history of struggling with her weight and eating issues. She has
few friends, and those she does have live far away.
Angela has a long history of trauma in her life. She was sexually
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father joined a “false memory syndrome” group and is outspoken
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Meaningfulness vs. Statistical Significance
Meaningfulness vs. Statistical Significance
Program Transcript
MATT JONES: Statistical significance deals with the critical value of a statistic.
And in a certain philosophy, making a determination of whether the null
hypothesis is rejected or you fail to reject the null hypothesis. That is statistical
significance.
Meaningfulness is taking that statistic and determining it's applicability out in the
real world. So all too often, as researchers, we get caught up in chasing
statistical significance. And certainly while that's part of statistics, we also want to
focus on the tie back to the real world.
So while we might find statistical significance in a very large sample, once we
look at the effect that's present there, or the strength of the relationship, or the
magnitude of the difference, they all might be extremely small. So while we might
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relationship, or differences are rather small and almost meaningless in the
applied real world."
It's important to understand the difference between statistical significance and
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evaluating claims, you want to match up the actual statistics with the claims
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important something is, you want to go back to the statistical analysis and see if
that is indeed the case.
So just because something says there was a statistically significant result doesn't
necessarily mean you can make claims about how profound an impact that it
might have out in the real world. Because that might be an overreach of what the
statistics were actually doing. Statistics will tell you only a small little piece of the
pie. It's up to us as researchers to put the results into a specific context and
understand that alignment between the statistics and the results with a possible
misalignment.
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necessarily match up. It's important to have a critical eye when it comes to
statistical significance and meaningfulness to evaluate results, not only of other
researchers, but also your own. And when you're making a claim about an effect
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degree of authority. So just because you have statistical significance, i.e. a P
value below 0.01, that doesn't necessarily mean the magnitude of the effect was
strong where there's a large difference between two groups when in fact it might
be very small.
©2016 Laureate Education, Inc. 1
Meaningfulness vs. Statistical Significance
The danger in not understanding the difference between statistical significance
and meaningfulness is our potential to overreach with resul.
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PRACTICE29Working With Survivors of Sexual Abuse and.docx
PRACTICE
29
Working With Survivors of
Sexual Abuse and Trauma:
The Case of Angela
Angela is a 27-year-old, Caucasian female, who first came to
counseling to address her history of sexual abuse. She graduated
from college with a BS in chemistry and has since been employed
by pharmaceutical companies. After obtaining a new job, she relo-
cated to an apartment in an East Coast city where she knew no
one. Both of Angela’s parents live on the West Coast, and she has
one younger brother who also lives in a different state. Angela has
limited contact with both her mother and brother and does not
have any contact with her father. Angela is obese and disclosed
a history of struggling with her weight and eating issues. She has
few friends, and those she does have live far away.
Angela has a long history of trauma in her life. She was sexually
abused between the ages of 9 and 21 by her father, sexually assaulted
at the age of 14 by a classmate in school, and mugged as a young
adult. There was domestic violence in the home, also perpetrated by
her father. Angela’s father is considered an upstanding member of
the community, and he is well liked and respected by others. No one
in Angela’s family believes that she was sexually abused, and her
father joined a “false memory syndrome” group and is outspoken
about that issue. There has been little discussion in her family about
what took place in the home while she was growing up.
Angela struggled with daily functioning and exhibited symp-
toms of post-traumatic stress disorder (PTSD). She had a history
of cutting herself and binge eating and displayed some charac-
teristics of borderline personality disorder. Angela also mildly
dissociated when under duress. Angela suffered from depression
and anxiety and had trouble establishing new relationships, both
socially and at work. Although Angela has a stable job and was
able to complete her work each day, at times she became over-
whelmed by her emotions and retreated to the bathroom where
she cried and sometimes cut herself before returning to her work-
station. Angela relied on writing, artwork, and her cat for solace
SOCIAL WORK CASE STUDIES: FOUNDATION YEAR
30
and comfort. She was also very active outdoors, often hiking,
biking, and going on camping trips by herself. Her goals in life
were to own her own home, lose weight, enjoy relationships with
others, and find peace with her traumas.
As a result of the abuse she experienced, it was necessary to
begin treatment focusing heavily on establishing trust and a rela-
tionship with the client. After 1 year of therapy, deeper process
work was being done around her traumas, and she was able to
open up much more. She disclosed more painful experiences to
the therapist and began expressing her feelings, including intense
anger at her family members.
Angela also joined a group for survivors of sexual violence in
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Meaningfulness vs. S.docx
Meaningfulness vs. Statistical Significance
Meaningfulness vs. Statistical Significance
Program Transcript
MATT JONES: Statistical significance deals with the critical value of a statistic.
And in a certain philosophy, making a determination of whether the null
hypothesis is rejected or you fail to reject the null hypothesis. That is statistical
significance.
Meaningfulness is taking that statistic and determining it's applicability out in the
real world. So all too often, as researchers, we get caught up in chasing
statistical significance. And certainly while that's part of statistics, we also want to
focus on the tie back to the real world.
So while we might find statistical significance in a very large sample, once we
look at the effect that's present there, or the strength of the relationship, or the
magnitude of the difference, they all might be extremely small. So while we might
have quote unquote, "highly statistically significant results, the effect,
relationship, or differences are rather small and almost meaningless in the
applied real world."
It's important to understand the difference between statistical significance and
meaningfulness. Because as a critical consumer of research, when you're
evaluating claims, you want to match up the actual statistics with the claims
being made. So if a claim is being made of how large an effect was or how
important something is, you want to go back to the statistical analysis and see if
that is indeed the case.
So just because something says there was a statistically significant result doesn't
necessarily mean you can make claims about how profound an impact that it
might have out in the real world. Because that might be an overreach of what the
statistics were actually doing. Statistics will tell you only a small little piece of the
pie. It's up to us as researchers to put the results into a specific context and
understand that alignment between the statistics and the results with a possible
misalignment.
History has given us a lot of examples of where statistics and statements don't
necessarily match up. It's important to have a critical eye when it comes to
statistical significance and meaningfulness to evaluate results, not only of other
researchers, but also your own. And when you're making a claim about an effect
or a relationship or an intervention, we're able to make that claim with some
degree of authority. So just because you have statistical significance, i.e. a P
value below 0.01, that doesn't necessarily mean the magnitude of the effect was
strong where there's a large difference between two groups when in fact it might
be very small.
©2016 Laureate Education, Inc. 1
Meaningfulness vs. Statistical Significance
The danger in not understanding the difference between statistical significance
and meaningfulness is our potential to overreach with resul.
Effective communication study outline
The document discusses the components of an effective therapeutic relationship between a nurse and patient. It identifies trust, genuine interest, empathy, acceptance, positive regard, self-awareness, and therapeutic use of self as crucial components. It also provides examples of therapeutic techniques nurses can use to develop these components such as active listening, exploring, summarizing, and empathy.
Case Study CBT Laura S
This document provides a case report for an individual therapy case using cognitive behavioral therapy (CBT) to treat a client named Jenny. The case report includes a theoretical framework and rationale for using CBT, a psychological assessment and case formulation for Jenny, details of the therapy content and techniques employed over multiple sessions, and an evaluation of the therapy. The main goals of therapy were to challenge Jenny's negative thoughts and core beliefs about herself and her work colleagues, and to help her build relationships and cope with work through behavioral techniques like activity scheduling.
Chapter 13Feedback and ResolutionPaying attention to feedback .docx
Chapter 13
Feedback and Resolution
Paying attention to feedback is important. It is important to see failure as feedback. You
can learn much from what does not work. This first case is an example of this. The second case
shows the importance of avoiding failure by focusing on resolution rather than solution. Most
problems cannot be solved but they can be resolved.
Rather than feeling discouraged or disappointed when something does not work, be excited
that you are one step closer to resolving the problem. Ask yourself what can be learned from the
failure in terms of which components of the plan need to be discarded and which components
need to be altered. Presbury, Echterling & McKee (2008, p. 263) wrote, “So-called failure is
merely a message that what you have tried isn’t working. As it is with cybernetic ‘smart
missiles,’ negative feedback will give clues to the location of the target. The future is
teleonomic, so failure is simply a course correction in the general direction of success.” The
following story illustrates how failure can lead to success.
No Failure, Only Feedback
Robin’s parents had disowned her several weeks prior to her coming to see me. Robin grew
up in a very controlling family. When she went away to college, she developed problems with
anorexic behavior and panic attacks. Recently she had been plagued with memories of bad
experiences from her childhood. During our first session, I said very little. I listened as she told
me her story. I suggested an assignment of writing down the memories as they came to her and
bringing those to the next session.
In our second session, as we looked through the record of her memories, the clear theme was
fear. She feared disappointing her parents, being a failure and being abandoned. She heard two
voices in her head; one voice told her that she was going to fail, and the other voice told her that
everything would be okay. These voices created anxiety and instigated a need to flee. The result
was a panic attack.
I focused on her desire to run away and asked what would happen if every time she began
this series—feeling afraid, hearing the voices and wanting to run away—she would mentally
hide behind a thick piece of plate glass until the fear subsided. We experimented with Robin
focusing on several of the memories that had caused panic attacks. As she went through feeling
afraid, hearing the voices and reaching the point of wanting to run away, she would mentally
hide behind the plate glass. As she sat in my office, this procedure worked; she was able to calm
down and remain calm rather than experiencing a panic attack. Robin felt confident that this
would work and promised to use it each time she began to feel afraid.
When Robin came in the next week, she was discouraged because, even though the
technique had worked in my office, it had not worked outside. She had experienced several
panic attacks during the week.
During our session, she began to talk about her grandmother and how her gr ...
Generalist practice in social work is an approach to client servic.docx
Generalist practice
in social work is an approach to client service that makes use of a variety of methods, schools of thought, and perspectives. The term describes social work practice that is not limited to only one method or point of view. Generalist social work practitioners stay informed of current research in their field, and they select methods that seem most appropriate to the different situations that their clients face.
For this Assignment,
select one of the case studies provided in the Readings. Consider different ways of describing generalist practice and how you might identify it in social work.
Submit a 2- to 3-page paper in which you address the following criteria:
Create a definition of generalist practice using your own words.
Identify at least three specific examples of generalist practices you see portrayed in your selected case study.
Indicate the characteristics that make each an example of generalist practice.
Explain the effectiveness (or ineffectiveness) of each example in terms of its benefit to clients.
Reference
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Working with survivors of sexual abuse and trauma: The case of Angela
. In
Social work case studies: Foundation year.
Retrieved from http://www.vitalsource.com
Working With Survivors of Sexual Abuse and Trauma: The Case of Angela
Angela is a 27-year-old, Caucasian female, who first came to counseling to address her history of sexual abuse. She graduated from college with a BS in chemistry and has since been employed by pharmaceutical companies. After obtaining a new job, she relo¬cated to an apartment in an East Coast city where she knew no one. Both of Angela’s parents live on the West Coast, and she has one younger brother who also lives in a different state. Angela has limited contact with both her mother and brother and does not have any contact with her father. Angela is obese and disclosed a history of struggling with her weight and eating issues. She has few friends, and those she does have live far away.
Angela has a long history of trauma in her life. She was sexually abused between the ages of 9 and 21 by her father, sexually assaulted at the age of 14 by a classmate in school, and mugged as a young adult. There was domestic violence in the home, also perpetrated by her father. Angela’s father is considered an upstanding member of the community, and he is well liked and respected by others. No one in Angela’s family believes that she was sexually abused, and her father joined a “false memory syndrome” group and is outspoken about that issue. There has been little discussion in her family about what took place in the home while she was growing up.
Angela struggled with daily functioning and exhibited symp¬toms of post-traumatic stress disorder (PTSD). She had a history of cutting herself and binge eating and displayed some charac¬teristics of borderline personality disorder. Angela also mildly dissociated when under duress..
Chapter 13Feedback and ResolutionPaying attention to feedback .docx
Chapter 13
Feedback and Resolution
Paying attention to feedback is important. It is important to see failure as feedback. You
can learn much from what does not work. This first case is an example of this. The second case
shows the importance of avoiding failure by focusing on resolution rather than solution. Most
problems cannot be solved but they can be resolved.
Rather than feeling discouraged or disappointed when something does not work, be excited
that you are one step closer to resolving the problem. Ask yourself what can be learned from the
failure in terms of which components of the plan need to be discarded and which components
need to be altered. Presbury, Echterling & McKee (2008, p. 263) wrote, “So-called failure is
merely a message that what you have tried isn’t working. As it is with cybernetic ‘smart
missiles,’ negative feedback will give clues to the location of the target. The future is
teleonomic, so failure is simply a course correction in the general direction of success.” The
following story illustrates how failure can lead to success.
No Failure, Only Feedback
Robin’s parents had disowned her several weeks prior to her coming to see me. Robin grew
up in a very controlling family. When she went away to college, she developed problems with
anorexic behavior and panic attacks. Recently she had been plagued with memories of bad
experiences from her childhood. During our first session, I said very little. I listened as she told
me her story. I suggested an assignment of writing down the memories as they came to her and
bringing those to the next session.
In our second session, as we looked through the record of her memories, the clear theme was
fear. She feared disappointing her parents, being a failure and being abandoned. She heard two
voices in her head; one voice told her that she was going to fail, and the other voice told her that
everything would be okay. These voices created anxiety and instigated a need to flee. The result
was a panic attack.
I focused on her desire to run away and asked what would happen if every time she began
this series—feeling afraid, hearing the voices and wanting to run away—she would mentally
hide behind a thick piece of plate glass until the fear subsided. We experimented with Robin
focusing on several of the memories that had caused panic attacks. As she went through feeling
afraid, hearing the voices and reaching the point of wanting to run away, she would mentally
hide behind the plate glass. As she sat in my office, this procedure worked; she was able to calm
down and remain calm rather than experiencing a panic attack. Robin felt confident that this
would work and promised to use it each time she began to feel afraid.
When Robin came in the next week, she was discouraged because, even though the
technique had worked in my office, it had not worked outside. She had experienced several
panic attacks during the week.
During our session, she began to talk about her grandmother and how her gr ...
How nursing students can be empowered byreflective practic
How nursing students can be empowered by
reflective practice
Dolphin, Sarah . Mental Health Practice (through 2013) ; London Vol. 16, Iss. 9, (Jun 2013): 20-23.
ProQuest document link
FULL TEXT
Headnote
Reflection is not just another chore to complete on the way to qualifying, says Sarah Dolphin. She provides a
detailed description of how this skill helped her to learn from one particular incident during her training
Abstract
Reflective practice is seen as an important skill to develop because it enables a nurse to become self-aware and
provide the best possible patient care.
This article describes how an incident during the administration of an injection caused the author to examine
critically the events that occurred and their effect on patient and practitioner, and to learn from them. It is argued
that reflecting on practice in this way enables nurses to develop professionally and personally and, ultimately,
results in a higher standard of care.
Keywords
Reflective practice, self-awareness, communication, personal development, nursing student
AT UNIVERSITY we are told that reflective practice is crucial to being a good nurse. It allows the practitioner to
understand what occurred and to use the experience to improve care (Jindal-Snape and Holmes 2009, Mann et al
2009). But in my experience many nursing students and practitioners dismiss reflective practice as irrelevant,
perhaps because we are only required to think about it and do not need to evaluate it further.
For my part, as this issue was assessed in a second-year module, I considered it to be something simply to tick
offto pass the course. The critical incident I chose to reflect on leftme feeling terrible. At the time of the incident I
wanted to bury my head in the sand and pretend that it had not happened. If it had not been for someone pushing
me to write a reflective account I would never have realised that the incident was not a disaster but a situation to
learn from.
Here, I examine the incident and reflect on it to try to illustrate how useful the skill of reflection is.
Reflection does not simply mean thinking about a situation: it is the systematic appraisal of events that occurred
and examination of their individual components to learn from the experience and influence future practice. It
requires a high level of self-awareness and conscious efforts. This effort can develop into reflexivity, which can
challenge beliefs and assumptions (Brechin 2000).
Ichheiser (1970) highlighted that 'the psychologically naïve, unreflective person lives and acts under the silent
assumption that he perceives other people in a factual, objective way'. Reflective practice is crucial to
acknowledge that objectivity is impossible without first understanding that practitioners will have an effect on
patient care, whether directly or through others, via their body language and other non-verbal and verbal
communication, and th ...
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The patient will almost always tell the doctor how he is feeling, even when he is trying not to. Thus, the doctor must be an effective listener and observer.
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Chapter 17 Play Therapy
Choose four different play therapy techniques. Describe and discuss how those techniques might be used. Is there one technique that you like above the others?
Problem-Solving- Creating a problem then the counselor teaches the problem-solving tools for the child to create their own solutions. Creating a hypothetical realistic problem that the child may relate to which is targeting toward their goals will promote awareness of feelings and thought process to relate to the problem. When a problem occurs outside therapy then the child will remember that hypothetical problem then uses the tools they learned to take control and create solutions resulting in a healthier state of mind, feelings, and positive behaviors.
Cognitive Restructuring- techniques that will help the client become aware and change their faulty thinking. Once the client realizes that their faulty thinking is causing them to have negative feelings then they will take back their control and change the thought to produce more positive feelings which will result in healthier behaviors. This will lessen self-sabotaging behaviors.
Self-Monitoring- this technique is to help clients become aware, identify, and understand how negative thoughts and feelings trigger physical cues and behavioral responses. The client will start to see a pattern and take responsibility for themselves.
De-catastrophizing- to challenge that “fight or flight” thinking. For clients, when it is always worst-case scenario induced thoughts, it sends them in a panic self-sabotaging state. This technique will challenge those thoughts into a more realistic outlook. As clients become aware that they are “over-reacting” they will become more conscious of their feelings and thoughts leading to positive behaviors. They will start changing their cognitive distorting thoughts from “what if” scenarios that causes negative mental and emotional states to healthier ones.
I personally like the de-catastrophizing better than the others I chose because once that ultimate panic of “fight or flight” is diminished, it makes room for the client to think and feel without being in a heighten state all the time. Making room to learn, become aware, and taking responsibility for the emotions, thoughts, and behaviors will empower the client to fill that space with tools learned in therapy to apply outside that safe space.
Compare and contrast two different types of family play therapy. Include which has the greatest appeal to you and your reasons.
Storytelling- Counselor helps the child tell a story with the fundamentals of having a beginning, middle, and end. Counselor then retells the story with problem solving techniques which will change the end of the story with a positive resolution.
Puppets- Children put their feelings into stories through puppets where they are in charge to re enact it by taking charge to change the plot and outcome. This stimulates communication skills, self-esteem, and confide ...
Running Head Process Recording TemplateProcess Recording Temp.docx
Running Head: Process Recording Template
Process Recording Template
Process Recording Template
Student Name: Shaneka Ratchford Date of Contact: 6th Dec 2018
Session number or Contact number: Location of the client interview: Mrs. Michelle Rowell’s house
Verbatim dialogue
Assessment of client
Student impression/ feeling / thoughts/ reactions
Identify skills /theory/ conceptual framework
Social work intern:
Hello Madam, I am pleased to meet you
I am a little bit nervous since I have not gained so much confidence in the field study, but I want to deliver good results I start with the greetings to start the conversation in and make my client feel at ease.
Invites her in the conversation
Client:
Hello, am also pleased to meet you. Call me Mrs. Rowell.
She greeted me in a friendly way and seemed to be at ease
Social work intern:
As we had agreed, I have come in your house for a pre-assessment and see your readiness. Are you ready for this?
I look at the client, she is not looking at me, I take a deep breath to ease my nervousness
I used closed-ended method requiring a yes or no answer to start the dialogue
Client:
Yes, I am ready
She is confident and seems very ready and nodded in acceptance
Social work intern:
It must be very difficult accepting that you cannot bear children biologically? You must have thought about adopting a child for a long time?
I feel confident now that my client looks like I could now see she has full confidence with me
I deploy open-ended tactic to kick-start the conversation
Client:
It has been a tough time for me, this is one of the reasons I ended up being divorced by my husband of many years
Her face changes and she looks very thoughtful
Social work intern:
I am sorry for this ma’am, everything will be fine
I feel sorry for her
I deploy empathy to make her feel more
Client:
Thank you for your concern
Her face brightens again
Social work intern:
You believe that you can be able to take care of the child alone bearing in mind you seem to ambivalent about a child below the age of ten? Please tell me more about that?
I try Showing some concern
I try engaging her to get clarifications of what she exactly wants
Client:
As I earlier told you I am working, I would like a child who is a little bit grown up since I will not be at home at all times due to work commitment
The client looks uncomfortable at this point since she starts fidgeting
Social work intern:
How will you handle this alone
She Seems confident
I try digging more from her
Client:
It is a difficult task as I have said, but since I have been working as a teacher for many years, I have a lot of experience in parenting
She smiles as she explains her passion with children.
Social work intern:
Now that your mind is set in the adoption of a school going child, how will you handle the discipline of the child?
I feel she is fit for the task
I want to understa.
Running Head Process Recording TemplateProcess Recording Temp.docx
Running Head: Process Recording Template
Process Recording Template
Process Recording Template
Student Name: Shaneka Ratchford Date of Contact: 6th Dec 2018
Session number or Contact number: Location of the client interview: Mrs. Michelle Rowell’s house
Verbatim dialogue
Assessment of client
Student impression/ feeling / thoughts/ reactions
Identify skills /theory/ conceptual framework
Social work intern:
Hello Madam, I am pleased to meet you
I am a little bit nervous since I have not gained so much confidence in the field study, but I want to deliver good results I start with the greetings to start the conversation in and make my client feel at ease.
Invites her in the conversation
Client:
Hello, am also pleased to meet you. Call me Mrs. Rowell.
She greeted me in a friendly way and seemed to be at ease
Social work intern:
As we had agreed, I have come in your house for a pre-assessment and see your readiness. Are you ready for this?
I look at the client, she is not looking at me, I take a deep breath to ease my nervousness
I used closed-ended method requiring a yes or no answer to start the dialogue
Client:
Yes, I am ready
She is confident and seems very ready and nodded in acceptance
Social work intern:
It must be very difficult accepting that you cannot bear children biologically? You must have thought about adopting a child for a long time?
I feel confident now that my client looks like I could now see she has full confidence with me
I deploy open-ended tactic to kick-start the conversation
Client:
It has been a tough time for me, this is one of the reasons I ended up being divorced by my husband of many years
Her face changes and she looks very thoughtful
Social work intern:
I am sorry for this ma’am, everything will be fine
I feel sorry for her
I deploy empathy to make her feel more
Client:
Thank you for your concern
Her face brightens again
Social work intern:
You believe that you can be able to take care of the child alone bearing in mind you seem to ambivalent about a child below the age of ten? Please tell me more about that?
I try Showing some concern
I try engaging her to get clarifications of what she exactly wants
Client:
As I earlier told you I am working, I would like a child who is a little bit grown up since I will not be at home at all times due to work commitment
The client looks uncomfortable at this point since she starts fidgeting
Social work intern:
How will you handle this alone
She Seems confident
I try digging more from her
Client:
It is a difficult task as I have said, but since I have been working as a teacher for many years, I have a lot of experience in parenting
She smiles as she explains her passion with children.
Social work intern:
Now that your mind is set in the adoption of a school going child, how will you handle the discipline of the child?
I feel she is fit for the task
I want to understa.
Lecture 7 eft stage 1 steps 1 4
This document provides an overview of stage 1 of Emotionally Focused Therapy (EFT) for couples, which involves assessment and de-escalation of negative interaction cycles. The 4 steps of stage 1 are: 1) identify relationship issues and conflicts, 2) identify the negative interaction cycle, 3) access underlying attachment-oriented emotions, and 4) reframe problems in terms of the cycle and emotions. Key goals are developing trust, identifying pursuer-withdrawer patterns, softening blaming stances, and facilitating expression of primary emotions like hurt, fear, and shame. The therapist aims to understand each partner's experience and restructure maladaptive interactional positions and cycles.
5. intergrating eft with traditional counselling cb
This document describes a study exploring an integrative counseling model that combines conventional counseling with complementary therapies like Emotional Freedom Techniques (EFT). The study involved interviews with 5 clients and their counselor to understand their experiences. Key findings included that clients found the integrative model effective and preferred it over traditional counseling alone. EFT was seen as calming and a helpful coping tool. The counselor played a role in creating a safe space for clients.
Application Applying Narrative and Solution-Focused TherapyNarr
Application: Applying Narrative and
Solution
-Focused Therapy
Narrative and solution-focused therapy are postmodern theories of working with couples and families. In terms of counselor-client relationship, both forms of therapy can be viewed as more collaborative than other theories discussed thus far in the course. They emphasize a more equal distribution of power between counselor and client. They also promote movement away from a traditional metaphor of couple/family relations toward conceptualizing couple/family relationships as networks of co-constructed meanings. Clients are seen as active construers of reality, which, according to these theories, are infinitely re-authorable. In this way, change comes from reconceptualizing and rewriting the ways couples and families make meaning of their relationships.
To prepare for this Application Assignment, view two of the videos in this week’s Learning Resources (at least one narrative and one solution-focused video). Identify the couple's or family’s issue(s) and begin to think about short- and long-term goals you might include in treatment plans for them. As you consider techniques or interventions to accomplish these goals, think about how you would measure progress in re-authoring or storytelling.
The assignment (4–6 pages)
Based on the theory demonstrated in the narrative video:
· Define the problem.
· Formulate a treatment plan including short- and long-term goals.
· Describe two theory-based interventions you would use and justify your selection.
· Explain one anticipated outcome of each.
Based on the theory demonstrated in the solution-focused video:
· Define the problem.
· Formulate a treatment plan including short- and long-term goals.
· Describe two theory-based interventions you would use and justify your selection.
· Explain one anticipated outcome of each.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit your assignment by Day 3.
What is your initial reaction to the behavior?
· Doesn't take responsibility
How might you respond to the child with this behavior?
· Tell me what your peers told you about the teacher's car.
How would you like to respond to the child with this behavior?
· Stop blaming others for your action
How might your reaction impact the counseling process?
· Make him shut down or get angry.
COUN 6346
Child and Adolescent Counseling
Week 4 – Angry Adolescent
Disruptive Behaviors
Select one child or adolescent with a disruptive behavior. Then critically observe the
counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical observation.
There will be an opportunity to record your responses within the media. It will be saved
directly to the computer that you are using. It is important to view and respond to the ...
testimonials
- The therapy helped the client understand their Asperger's diagnosis and provided strategies to cope with challenges. It reduced feelings of guilt, shame, and self-hatred and improved communication within the family.
- Through understanding their limitations and learning coping strategies, the client gained confidence and was able to participate in social activities and explain their needs to their family.
- The therapy transformed both the client's and family's lives by helping them understand each other better and work as a supportive unit. It provided hope for the future by starting the client on a path of personal growth and independence.
RESPONSE 1Respond to at least 2 colleagues by expanding on.docx
RESPONSE 1
Respond
to at least 2 colleagues by expanding on evidence in support of play therapy.
Colleague 1: Christine
There are many ways play therapy can benefit children and in this case 6 year old Claudia. As children experience trauma service providers may also have difficulty with young children and self disclosure. Here is the list that I came up with after reviewing this discussion resources in relation to how this approach can benefit:
1) Creating a safe space to explore with safety can hold children accountable for responsible behaviors while developing successful insight to harness positive strategies to cope.
2) Children can also benefit as they learn new solutions toward dealing with issues while learning skills to express new and old emotion.
3) There can be a gained awareness to self; understanding thoughts and emotions.
4) Children can learn new social skills as they work with their provider and how to relate to self through creativity. Also, gaining communication skills as they use various forms of play therapy.
5) Children may also develop an awareness toward new and old abilities using a strength-based approach toward therapy.
Another form of play therapy that I am fond of while working with children is storytelling. It isn't for all children specifically concentrating on those that feel comfortable opening up and speaking to others. Storytelling has been beneficial to me while working with children in the past as it has revealed fear and anxieties. Utilizing different platforms of storytelling, self disclosure can build various survival strategies in children as they explore different situations through actions, movements, and changes. (Chiesa, 2012, pp 5)
Overall I feel strongly play therapy in all forms whether it be art therapy, role playing, non-directive/directive play, can promote healing, through self expression of feelings. It can also encourage children to build creative ways to deal with current and future trauma, and allow the development of healthy decision-making.
Chiesa, C, (2012). Scripts in the sand;
Sandplay in transactional analysis psychotherapy with children. Transactional Analysis Journal.
pp. 5
Retrieved from Walden Library databases.
Colleague 2: Tiffany
Play therapy can be beneficial because Claudia is a young child who happened to be in the wrong place at the wrong time and saw a mugging which caused her to be fearful, and develop anxiety. Play therapy helps the child to relax and the child is interested in playing with the toys in the sand. The sand can help the child relax and the toys can help the child create her own world. Usually, children will repeat behaviors or experiences during play. This can help the social worker assess the magnitude of trauma or abuse the child has experienced. This also makes it easier for the child to talk about their trauma or experiences. Play therapy helps children address and resolve their own problems. Play therapy helps to communica ...
Mental Health and stigma.docx
Here is a hypothetical example of how a healthcare professional might work with an individual to identify their needs and respond to them:
1. Active listening: Dr. Patel spends time speaking with Mary, making eye contact and focusing fully on what she says without distraction. This allows Mary to openly share her concerns.
2. Empathy: Dr. Patel conveys empathy by acknowledging how difficult the surgery and recovery must be. She validates Mary's feelings.
3. Assessment: Dr. Patel asks questions to fully understand Mary's medical history, current symptoms, and how she is coping both physically and emotionally.
4. Identifying needs: Through the conversation, Dr. Patel learns that Mary is in pain
Therapeutic Communication In Nursing.pptx
Therapeutic And Non-Therapeutic communication in Nursing.Verbal communication consists of getting your message across using sounds, words, and languages, while nonverbal communication involves unsaid things like eye movement, body language, and tone.Verbal communication is the words and sounds that come out of our mouths when we're speaking, including tone of voice and things like sighs and groans. Nonverbal communication, on the other hand, is the signs and messages that we communicate using things like body language, gestures, and facial movements.
You are a special prosecutor for a Federal Task Force targeting orga.docx
You are a special prosecutor for a Federal Task Force targeting organized crime. The target suspects for the task force are slippery long-time organized crime figures. They have routinely escaped successful prosecution through their nefarious defense attorneys. To prepare new investigators assigned to the task force, you must caution them about mistakes that were made by previous task force members who were tripped up by the organized crime mouthpieces. Your task is to present legal issues that the defendants have used as loopholes in prior cases.
Acting as a special prosecutor for an organized crime task force, the student will present a 3–5 page white paper on new members coming on board as investigators in the task force. The issues related in the bullets below will be incorporated into the paper presented. There are a number of evidence-related resources that are not found in academic journals that may be utilized as references in this assignment. It is critical that when you make a statement of fact in your presentation, that you cite the reference you obtained the information from in the text of the paper and that the reference is included in your reference page. As always, your paper will be submitted in the APA format current edition. No abstract is required because this is a short position paper, but a title page, reference page, and appropriate running header with page numbers are necessary.
Describe at least two grounds for impeachment of a witness in a criminal trial and the ramifications of the impeachment for the case.
Articulate the meaning of hearsay. Explain how the Best Evidence Rule impacts hearsay prohibitions.
Explain at least two types of exceptions to the hearsay rule and why the court recognized their admissibility and truthfulness.
Detail at least two cautions about using privileged communications as evidence and the problems associated with doing so.
Compare and contrast the burdens of proof differences between a criminal and civil proceeding.
.
You are a newspaper reporter.Please interview the leader of one .docx
You are a newspaper reporter.
Please interview the leader of one of the great civilizations, any civilization or culture you choose. Ask that leader some questions -- for example, what is unique about this civilization? What are the challenges? What are the people's hopes for the future? What do you (or the leader) think will happen in the end with this civilization?
Then, write up your interview, with the leader's answers to your questions interspersed with your questions. Please include a description of the civilization or culture.
The interview should be written in newspaper style, about three pages long.
.
You are a police officer assigned to a task force that is investigat.docx
You are a police officer assigned to a task force that is investigating major drug trafficking operations in your jurisdiction. As part of the investigative process, a judge has issued a wiretap order for a suspect’s phone. You are assigned the responsibility of monitoring phone conversations, and you overhear the suspect as well as other individuals who may or may not be involved in the drug ring. Before obtaining enough evidence to arrest and prosecute the suspect, you hear evidence related to other types of criminal activity.
Assignment Guidelines
Address the following in 900–1,200 words:
What constitutional issues are involved in the scenario that dictates what you can and cannot do related to the evidence of other criminal activity outside the scope of the original wiretap order? Explain.
If you arrest the other individuals for the crimes not associated with the reasons for the wiretap, what happens to any future evidence that might be obtained from the wiretap? Why?
If you fail to arrest the other individuals, are there any potential risks involved? Explain you answer.
Be sure to reference all sources using APA style.
.
You are a teaching assistant for an undergraduate history class and .docx
You are a teaching assistant for an undergraduate history class and need to prepare a test. You want evidence to show that students know the material well. What kind of test would you prepare? What kind of test do you think requires the most in-depth knowledge? Why?
As Dan took his history test, he could not recollect many of the dates he had studied. Dan had memorized some important dates just before the test. While he was doing this, he was also talking on the phone. Which of Dan's memory stores—sensory memory, short-term memory (STM), or long-term memory (LTM)—do you think were most affected by his phone conversation? Why? Could Dan have done something differently to prevent forgetting the dates? Explain.
Identify two different kinds of mnemonic devices that could help Dan remember dates for his history test. Explain how they could be used.
Melissa is disappointed that she received yet another “D” on a test. She studied for several hours by reading and rereading her textbook and class notes. Based on the levels-of-processing memory theory, explain why Melissa’s method of studying was not very effective? What could she have done differently?
Using Baddeley’s working memory model, give an example of two tasks that could successfully be performed simultaneously (For example, can you listen to music while studying at the same time?). Discuss two other tasks that probably would interfere with each other. Make sure to discuss your answers in terms of the visuospatial scratchpad, the phonological loop, and the central executive.
Write your initial response in 4–5 paragraphs. Apply APA standards to citation of sources.
.
You are a manager and leader in a diverse organization that includes.docx
You are a manager and leader in a diverse organization that includes locations in many other countries. You are asked to create a presentation to share your experiences regarding leadership
Create
an 8- to 10-slide Microsoft
®
PowerPoint
®
presentation including detailed speaker notes. The presentation should include the following:
The role gender plays in leadership including the effect it has on in global organizations
The role of leadership style on leadership effectiveness
The influence of the culture on leading an organization
The potential challenges in leading an organization that is global
.
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Case Study CBT Laura S
This document provides a case report for an individual therapy case using cognitive behavioral therapy (CBT) to treat a client named Jenny. The case report includes a theoretical framework and rationale for using CBT, a psychological assessment and case formulation for Jenny, details of the therapy content and techniques employed over multiple sessions, and an evaluation of the therapy. The main goals of therapy were to challenge Jenny's negative thoughts and core beliefs about herself and her work colleagues, and to help her build relationships and cope with work through behavioral techniques like activity scheduling.
Chapter 13Feedback and ResolutionPaying attention to feedback .docx
Chapter 13
Feedback and Resolution
Paying attention to feedback is important. It is important to see failure as feedback. You
can learn much from what does not work. This first case is an example of this. The second case
shows the importance of avoiding failure by focusing on resolution rather than solution. Most
problems cannot be solved but they can be resolved.
Rather than feeling discouraged or disappointed when something does not work, be excited
that you are one step closer to resolving the problem. Ask yourself what can be learned from the
failure in terms of which components of the plan need to be discarded and which components
need to be altered. Presbury, Echterling & McKee (2008, p. 263) wrote, “So-called failure is
merely a message that what you have tried isn’t working. As it is with cybernetic ‘smart
missiles,’ negative feedback will give clues to the location of the target. The future is
teleonomic, so failure is simply a course correction in the general direction of success.” The
following story illustrates how failure can lead to success.
No Failure, Only Feedback
Robin’s parents had disowned her several weeks prior to her coming to see me. Robin grew
up in a very controlling family. When she went away to college, she developed problems with
anorexic behavior and panic attacks. Recently she had been plagued with memories of bad
experiences from her childhood. During our first session, I said very little. I listened as she told
me her story. I suggested an assignment of writing down the memories as they came to her and
bringing those to the next session.
In our second session, as we looked through the record of her memories, the clear theme was
fear. She feared disappointing her parents, being a failure and being abandoned. She heard two
voices in her head; one voice told her that she was going to fail, and the other voice told her that
everything would be okay. These voices created anxiety and instigated a need to flee. The result
was a panic attack.
I focused on her desire to run away and asked what would happen if every time she began
this series—feeling afraid, hearing the voices and wanting to run away—she would mentally
hide behind a thick piece of plate glass until the fear subsided. We experimented with Robin
focusing on several of the memories that had caused panic attacks. As she went through feeling
afraid, hearing the voices and reaching the point of wanting to run away, she would mentally
hide behind the plate glass. As she sat in my office, this procedure worked; she was able to calm
down and remain calm rather than experiencing a panic attack. Robin felt confident that this
would work and promised to use it each time she began to feel afraid.
When Robin came in the next week, she was discouraged because, even though the
technique had worked in my office, it had not worked outside. She had experienced several
panic attacks during the week.
During our session, she began to talk about her grandmother and how her gr ...
Generalist practice in social work is an approach to client servic.docx
Generalist practice
in social work is an approach to client service that makes use of a variety of methods, schools of thought, and perspectives. The term describes social work practice that is not limited to only one method or point of view. Generalist social work practitioners stay informed of current research in their field, and they select methods that seem most appropriate to the different situations that their clients face.
For this Assignment,
select one of the case studies provided in the Readings. Consider different ways of describing generalist practice and how you might identify it in social work.
Submit a 2- to 3-page paper in which you address the following criteria:
Create a definition of generalist practice using your own words.
Identify at least three specific examples of generalist practices you see portrayed in your selected case study.
Indicate the characteristics that make each an example of generalist practice.
Explain the effectiveness (or ineffectiveness) of each example in terms of its benefit to clients.
Reference
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Working with survivors of sexual abuse and trauma: The case of Angela
. In
Social work case studies: Foundation year.
Retrieved from http://www.vitalsource.com
Working With Survivors of Sexual Abuse and Trauma: The Case of Angela
Angela is a 27-year-old, Caucasian female, who first came to counseling to address her history of sexual abuse. She graduated from college with a BS in chemistry and has since been employed by pharmaceutical companies. After obtaining a new job, she relo¬cated to an apartment in an East Coast city where she knew no one. Both of Angela’s parents live on the West Coast, and she has one younger brother who also lives in a different state. Angela has limited contact with both her mother and brother and does not have any contact with her father. Angela is obese and disclosed a history of struggling with her weight and eating issues. She has few friends, and those she does have live far away.
Angela has a long history of trauma in her life. She was sexually abused between the ages of 9 and 21 by her father, sexually assaulted at the age of 14 by a classmate in school, and mugged as a young adult. There was domestic violence in the home, also perpetrated by her father. Angela’s father is considered an upstanding member of the community, and he is well liked and respected by others. No one in Angela’s family believes that she was sexually abused, and her father joined a “false memory syndrome” group and is outspoken about that issue. There has been little discussion in her family about what took place in the home while she was growing up.
Angela struggled with daily functioning and exhibited symp¬toms of post-traumatic stress disorder (PTSD). She had a history of cutting herself and binge eating and displayed some charac¬teristics of borderline personality disorder. Angela also mildly dissociated when under duress..
Chapter 13Feedback and ResolutionPaying attention to feedback .docx
Chapter 13
Feedback and Resolution
Paying attention to feedback is important. It is important to see failure as feedback. You
can learn much from what does not work. This first case is an example of this. The second case
shows the importance of avoiding failure by focusing on resolution rather than solution. Most
problems cannot be solved but they can be resolved.
Rather than feeling discouraged or disappointed when something does not work, be excited
that you are one step closer to resolving the problem. Ask yourself what can be learned from the
failure in terms of which components of the plan need to be discarded and which components
need to be altered. Presbury, Echterling & McKee (2008, p. 263) wrote, “So-called failure is
merely a message that what you have tried isn’t working. As it is with cybernetic ‘smart
missiles,’ negative feedback will give clues to the location of the target. The future is
teleonomic, so failure is simply a course correction in the general direction of success.” The
following story illustrates how failure can lead to success.
No Failure, Only Feedback
Robin’s parents had disowned her several weeks prior to her coming to see me. Robin grew
up in a very controlling family. When she went away to college, she developed problems with
anorexic behavior and panic attacks. Recently she had been plagued with memories of bad
experiences from her childhood. During our first session, I said very little. I listened as she told
me her story. I suggested an assignment of writing down the memories as they came to her and
bringing those to the next session.
In our second session, as we looked through the record of her memories, the clear theme was
fear. She feared disappointing her parents, being a failure and being abandoned. She heard two
voices in her head; one voice told her that she was going to fail, and the other voice told her that
everything would be okay. These voices created anxiety and instigated a need to flee. The result
was a panic attack.
I focused on her desire to run away and asked what would happen if every time she began
this series—feeling afraid, hearing the voices and wanting to run away—she would mentally
hide behind a thick piece of plate glass until the fear subsided. We experimented with Robin
focusing on several of the memories that had caused panic attacks. As she went through feeling
afraid, hearing the voices and reaching the point of wanting to run away, she would mentally
hide behind the plate glass. As she sat in my office, this procedure worked; she was able to calm
down and remain calm rather than experiencing a panic attack. Robin felt confident that this
would work and promised to use it each time she began to feel afraid.
When Robin came in the next week, she was discouraged because, even though the
technique had worked in my office, it had not worked outside. She had experienced several
panic attacks during the week.
During our session, she began to talk about her grandmother and how her gr ...
How nursing students can be empowered byreflective practic
How nursing students can be empowered by
reflective practice
Dolphin, Sarah . Mental Health Practice (through 2013) ; London Vol. 16, Iss. 9, (Jun 2013): 20-23.
ProQuest document link
FULL TEXT
Headnote
Reflection is not just another chore to complete on the way to qualifying, says Sarah Dolphin. She provides a
detailed description of how this skill helped her to learn from one particular incident during her training
Abstract
Reflective practice is seen as an important skill to develop because it enables a nurse to become self-aware and
provide the best possible patient care.
This article describes how an incident during the administration of an injection caused the author to examine
critically the events that occurred and their effect on patient and practitioner, and to learn from them. It is argued
that reflecting on practice in this way enables nurses to develop professionally and personally and, ultimately,
results in a higher standard of care.
Keywords
Reflective practice, self-awareness, communication, personal development, nursing student
AT UNIVERSITY we are told that reflective practice is crucial to being a good nurse. It allows the practitioner to
understand what occurred and to use the experience to improve care (Jindal-Snape and Holmes 2009, Mann et al
2009). But in my experience many nursing students and practitioners dismiss reflective practice as irrelevant,
perhaps because we are only required to think about it and do not need to evaluate it further.
For my part, as this issue was assessed in a second-year module, I considered it to be something simply to tick
offto pass the course. The critical incident I chose to reflect on leftme feeling terrible. At the time of the incident I
wanted to bury my head in the sand and pretend that it had not happened. If it had not been for someone pushing
me to write a reflective account I would never have realised that the incident was not a disaster but a situation to
learn from.
Here, I examine the incident and reflect on it to try to illustrate how useful the skill of reflection is.
Reflection does not simply mean thinking about a situation: it is the systematic appraisal of events that occurred
and examination of their individual components to learn from the experience and influence future practice. It
requires a high level of self-awareness and conscious efforts. This effort can develop into reflexivity, which can
challenge beliefs and assumptions (Brechin 2000).
Ichheiser (1970) highlighted that 'the psychologically naïve, unreflective person lives and acts under the silent
assumption that he perceives other people in a factual, objective way'. Reflective practice is crucial to
acknowledge that objectivity is impossible without first understanding that practitioners will have an effect on
patient care, whether directly or through others, via their body language and other non-verbal and verbal
communication, and th ...
Showing Empathy.pptx
Evidence shows that many patients consider empathy the number-one quality of a good doctor.
Physicians’ ability to understand problems from a patient’s perspective is key to an effective doctor-patient communication.
The doctor needs to be able to put himself in the shoes of his patient and understand the situation from patient’s point of view.
The patient will almost always tell the doctor how he is feeling, even when he is trying not to. Thus, the doctor must be an effective listener and observer.
Nancy_mazzone
The document provides a case study for a meditation app. It summarizes user research findings which found that most people are familiar with meditation but want more guidance. It also profiles two user personas - Cindy, a stressed business analyst, and Marvin, a salesman who uses meditation to manage stress. It then analyzes competitors like Calm, Headspace, Giant Mind, and Omvana, noting their strengths and weaknesses in delivering guided meditations and tracking progress.
Classmate 1Chapter 17 Play TherapyChoose four different pla
Classmate 1:
Chapter 17 Play Therapy
Choose four different play therapy techniques. Describe and discuss how those techniques might be used. Is there one technique that you like above the others?
Problem-Solving- Creating a problem then the counselor teaches the problem-solving tools for the child to create their own solutions. Creating a hypothetical realistic problem that the child may relate to which is targeting toward their goals will promote awareness of feelings and thought process to relate to the problem. When a problem occurs outside therapy then the child will remember that hypothetical problem then uses the tools they learned to take control and create solutions resulting in a healthier state of mind, feelings, and positive behaviors.
Cognitive Restructuring- techniques that will help the client become aware and change their faulty thinking. Once the client realizes that their faulty thinking is causing them to have negative feelings then they will take back their control and change the thought to produce more positive feelings which will result in healthier behaviors. This will lessen self-sabotaging behaviors.
Self-Monitoring- this technique is to help clients become aware, identify, and understand how negative thoughts and feelings trigger physical cues and behavioral responses. The client will start to see a pattern and take responsibility for themselves.
De-catastrophizing- to challenge that “fight or flight” thinking. For clients, when it is always worst-case scenario induced thoughts, it sends them in a panic self-sabotaging state. This technique will challenge those thoughts into a more realistic outlook. As clients become aware that they are “over-reacting” they will become more conscious of their feelings and thoughts leading to positive behaviors. They will start changing their cognitive distorting thoughts from “what if” scenarios that causes negative mental and emotional states to healthier ones.
I personally like the de-catastrophizing better than the others I chose because once that ultimate panic of “fight or flight” is diminished, it makes room for the client to think and feel without being in a heighten state all the time. Making room to learn, become aware, and taking responsibility for the emotions, thoughts, and behaviors will empower the client to fill that space with tools learned in therapy to apply outside that safe space.
Compare and contrast two different types of family play therapy. Include which has the greatest appeal to you and your reasons.
Storytelling- Counselor helps the child tell a story with the fundamentals of having a beginning, middle, and end. Counselor then retells the story with problem solving techniques which will change the end of the story with a positive resolution.
Puppets- Children put their feelings into stories through puppets where they are in charge to re enact it by taking charge to change the plot and outcome. This stimulates communication skills, self-esteem, and confide ...
Running Head Process Recording TemplateProcess Recording Temp.docx
Running Head: Process Recording Template
Process Recording Template
Process Recording Template
Student Name: Shaneka Ratchford Date of Contact: 6th Dec 2018
Session number or Contact number: Location of the client interview: Mrs. Michelle Rowell’s house
Verbatim dialogue
Assessment of client
Student impression/ feeling / thoughts/ reactions
Identify skills /theory/ conceptual framework
Social work intern:
Hello Madam, I am pleased to meet you
I am a little bit nervous since I have not gained so much confidence in the field study, but I want to deliver good results I start with the greetings to start the conversation in and make my client feel at ease.
Invites her in the conversation
Client:
Hello, am also pleased to meet you. Call me Mrs. Rowell.
She greeted me in a friendly way and seemed to be at ease
Social work intern:
As we had agreed, I have come in your house for a pre-assessment and see your readiness. Are you ready for this?
I look at the client, she is not looking at me, I take a deep breath to ease my nervousness
I used closed-ended method requiring a yes or no answer to start the dialogue
Client:
Yes, I am ready
She is confident and seems very ready and nodded in acceptance
Social work intern:
It must be very difficult accepting that you cannot bear children biologically? You must have thought about adopting a child for a long time?
I feel confident now that my client looks like I could now see she has full confidence with me
I deploy open-ended tactic to kick-start the conversation
Client:
It has been a tough time for me, this is one of the reasons I ended up being divorced by my husband of many years
Her face changes and she looks very thoughtful
Social work intern:
I am sorry for this ma’am, everything will be fine
I feel sorry for her
I deploy empathy to make her feel more
Client:
Thank you for your concern
Her face brightens again
Social work intern:
You believe that you can be able to take care of the child alone bearing in mind you seem to ambivalent about a child below the age of ten? Please tell me more about that?
I try Showing some concern
I try engaging her to get clarifications of what she exactly wants
Client:
As I earlier told you I am working, I would like a child who is a little bit grown up since I will not be at home at all times due to work commitment
The client looks uncomfortable at this point since she starts fidgeting
Social work intern:
How will you handle this alone
She Seems confident
I try digging more from her
Client:
It is a difficult task as I have said, but since I have been working as a teacher for many years, I have a lot of experience in parenting
She smiles as she explains her passion with children.
Social work intern:
Now that your mind is set in the adoption of a school going child, how will you handle the discipline of the child?
I feel she is fit for the task
I want to understa.
Running Head Process Recording TemplateProcess Recording Temp.docx
Running Head: Process Recording Template
Process Recording Template
Process Recording Template
Student Name: Shaneka Ratchford Date of Contact: 6th Dec 2018
Session number or Contact number: Location of the client interview: Mrs. Michelle Rowell’s house
Verbatim dialogue
Assessment of client
Student impression/ feeling / thoughts/ reactions
Identify skills /theory/ conceptual framework
Social work intern:
Hello Madam, I am pleased to meet you
I am a little bit nervous since I have not gained so much confidence in the field study, but I want to deliver good results I start with the greetings to start the conversation in and make my client feel at ease.
Invites her in the conversation
Client:
Hello, am also pleased to meet you. Call me Mrs. Rowell.
She greeted me in a friendly way and seemed to be at ease
Social work intern:
As we had agreed, I have come in your house for a pre-assessment and see your readiness. Are you ready for this?
I look at the client, she is not looking at me, I take a deep breath to ease my nervousness
I used closed-ended method requiring a yes or no answer to start the dialogue
Client:
Yes, I am ready
She is confident and seems very ready and nodded in acceptance
Social work intern:
It must be very difficult accepting that you cannot bear children biologically? You must have thought about adopting a child for a long time?
I feel confident now that my client looks like I could now see she has full confidence with me
I deploy open-ended tactic to kick-start the conversation
Client:
It has been a tough time for me, this is one of the reasons I ended up being divorced by my husband of many years
Her face changes and she looks very thoughtful
Social work intern:
I am sorry for this ma’am, everything will be fine
I feel sorry for her
I deploy empathy to make her feel more
Client:
Thank you for your concern
Her face brightens again
Social work intern:
You believe that you can be able to take care of the child alone bearing in mind you seem to ambivalent about a child below the age of ten? Please tell me more about that?
I try Showing some concern
I try engaging her to get clarifications of what she exactly wants
Client:
As I earlier told you I am working, I would like a child who is a little bit grown up since I will not be at home at all times due to work commitment
The client looks uncomfortable at this point since she starts fidgeting
Social work intern:
How will you handle this alone
She Seems confident
I try digging more from her
Client:
It is a difficult task as I have said, but since I have been working as a teacher for many years, I have a lot of experience in parenting
She smiles as she explains her passion with children.
Social work intern:
Now that your mind is set in the adoption of a school going child, how will you handle the discipline of the child?
I feel she is fit for the task
I want to understa.
Lecture 7 eft stage 1 steps 1 4
This document provides an overview of stage 1 of Emotionally Focused Therapy (EFT) for couples, which involves assessment and de-escalation of negative interaction cycles. The 4 steps of stage 1 are: 1) identify relationship issues and conflicts, 2) identify the negative interaction cycle, 3) access underlying attachment-oriented emotions, and 4) reframe problems in terms of the cycle and emotions. Key goals are developing trust, identifying pursuer-withdrawer patterns, softening blaming stances, and facilitating expression of primary emotions like hurt, fear, and shame. The therapist aims to understand each partner's experience and restructure maladaptive interactional positions and cycles.
5. intergrating eft with traditional counselling cb
This document describes a study exploring an integrative counseling model that combines conventional counseling with complementary therapies like Emotional Freedom Techniques (EFT). The study involved interviews with 5 clients and their counselor to understand their experiences. Key findings included that clients found the integrative model effective and preferred it over traditional counseling alone. EFT was seen as calming and a helpful coping tool. The counselor played a role in creating a safe space for clients.
Application Applying Narrative and Solution-Focused TherapyNarr
Application: Applying Narrative and
Solution
-Focused Therapy
Narrative and solution-focused therapy are postmodern theories of working with couples and families. In terms of counselor-client relationship, both forms of therapy can be viewed as more collaborative than other theories discussed thus far in the course. They emphasize a more equal distribution of power between counselor and client. They also promote movement away from a traditional metaphor of couple/family relations toward conceptualizing couple/family relationships as networks of co-constructed meanings. Clients are seen as active construers of reality, which, according to these theories, are infinitely re-authorable. In this way, change comes from reconceptualizing and rewriting the ways couples and families make meaning of their relationships.
To prepare for this Application Assignment, view two of the videos in this week’s Learning Resources (at least one narrative and one solution-focused video). Identify the couple's or family’s issue(s) and begin to think about short- and long-term goals you might include in treatment plans for them. As you consider techniques or interventions to accomplish these goals, think about how you would measure progress in re-authoring or storytelling.
The assignment (4–6 pages)
Based on the theory demonstrated in the narrative video:
· Define the problem.
· Formulate a treatment plan including short- and long-term goals.
· Describe two theory-based interventions you would use and justify your selection.
· Explain one anticipated outcome of each.
Based on the theory demonstrated in the solution-focused video:
· Define the problem.
· Formulate a treatment plan including short- and long-term goals.
· Describe two theory-based interventions you would use and justify your selection.
· Explain one anticipated outcome of each.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit your assignment by Day 3.
What is your initial reaction to the behavior?
· Doesn't take responsibility
How might you respond to the child with this behavior?
· Tell me what your peers told you about the teacher's car.
How would you like to respond to the child with this behavior?
· Stop blaming others for your action
How might your reaction impact the counseling process?
· Make him shut down or get angry.
COUN 6346
Child and Adolescent Counseling
Week 4 – Angry Adolescent
Disruptive Behaviors
Select one child or adolescent with a disruptive behavior. Then critically observe the
counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical observation.
There will be an opportunity to record your responses within the media. It will be saved
directly to the computer that you are using. It is important to view and respond to the ...
testimonials
- The therapy helped the client understand their Asperger's diagnosis and provided strategies to cope with challenges. It reduced feelings of guilt, shame, and self-hatred and improved communication within the family.
- Through understanding their limitations and learning coping strategies, the client gained confidence and was able to participate in social activities and explain their needs to their family.
- The therapy transformed both the client's and family's lives by helping them understand each other better and work as a supportive unit. It provided hope for the future by starting the client on a path of personal growth and independence.
RESPONSE 1Respond to at least 2 colleagues by expanding on.docx
RESPONSE 1
Respond
to at least 2 colleagues by expanding on evidence in support of play therapy.
Colleague 1: Christine
There are many ways play therapy can benefit children and in this case 6 year old Claudia. As children experience trauma service providers may also have difficulty with young children and self disclosure. Here is the list that I came up with after reviewing this discussion resources in relation to how this approach can benefit:
1) Creating a safe space to explore with safety can hold children accountable for responsible behaviors while developing successful insight to harness positive strategies to cope.
2) Children can also benefit as they learn new solutions toward dealing with issues while learning skills to express new and old emotion.
3) There can be a gained awareness to self; understanding thoughts and emotions.
4) Children can learn new social skills as they work with their provider and how to relate to self through creativity. Also, gaining communication skills as they use various forms of play therapy.
5) Children may also develop an awareness toward new and old abilities using a strength-based approach toward therapy.
Another form of play therapy that I am fond of while working with children is storytelling. It isn't for all children specifically concentrating on those that feel comfortable opening up and speaking to others. Storytelling has been beneficial to me while working with children in the past as it has revealed fear and anxieties. Utilizing different platforms of storytelling, self disclosure can build various survival strategies in children as they explore different situations through actions, movements, and changes. (Chiesa, 2012, pp 5)
Overall I feel strongly play therapy in all forms whether it be art therapy, role playing, non-directive/directive play, can promote healing, through self expression of feelings. It can also encourage children to build creative ways to deal with current and future trauma, and allow the development of healthy decision-making.
Chiesa, C, (2012). Scripts in the sand;
Sandplay in transactional analysis psychotherapy with children. Transactional Analysis Journal.
pp. 5
Retrieved from Walden Library databases.
Colleague 2: Tiffany
Play therapy can be beneficial because Claudia is a young child who happened to be in the wrong place at the wrong time and saw a mugging which caused her to be fearful, and develop anxiety. Play therapy helps the child to relax and the child is interested in playing with the toys in the sand. The sand can help the child relax and the toys can help the child create her own world. Usually, children will repeat behaviors or experiences during play. This can help the social worker assess the magnitude of trauma or abuse the child has experienced. This also makes it easier for the child to talk about their trauma or experiences. Play therapy helps children address and resolve their own problems. Play therapy helps to communica ...
Mental Health and stigma.docx
Here is a hypothetical example of how a healthcare professional might work with an individual to identify their needs and respond to them:
1. Active listening: Dr. Patel spends time speaking with Mary, making eye contact and focusing fully on what she says without distraction. This allows Mary to openly share her concerns.
2. Empathy: Dr. Patel conveys empathy by acknowledging how difficult the surgery and recovery must be. She validates Mary's feelings.
3. Assessment: Dr. Patel asks questions to fully understand Mary's medical history, current symptoms, and how she is coping both physically and emotionally.
4. Identifying needs: Through the conversation, Dr. Patel learns that Mary is in pain
Therapeutic Communication In Nursing.pptx
Therapeutic And Non-Therapeutic communication in Nursing.Verbal communication consists of getting your message across using sounds, words, and languages, while nonverbal communication involves unsaid things like eye movement, body language, and tone.Verbal communication is the words and sounds that come out of our mouths when we're speaking, including tone of voice and things like sighs and groans. Nonverbal communication, on the other hand, is the signs and messages that we communicate using things like body language, gestures, and facial movements.
Similar to To prepare for this Project AssignmentJennie, a first yea (17)
Chapter 13Feedback and ResolutionPaying attention to feedback .docx
Chapter 13Feedback and ResolutionPaying attention to feedback .docx
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Generalist practice in social work is an approach to client servic.docx
Chapter 13Feedback and ResolutionPaying attention to feedback .docx
Chapter 13Feedback and ResolutionPaying attention to feedback .docx
How nursing students can be empowered byreflective practic
How nursing students can be empowered byreflective practic
Classmate 1Chapter 17 Play TherapyChoose four different pla
Classmate 1Chapter 17 Play TherapyChoose four different pla
Running Head Process Recording TemplateProcess Recording Temp.docx
Running Head Process Recording TemplateProcess Recording Temp.docx
Running Head Process Recording TemplateProcess Recording Temp.docx
Running Head Process Recording TemplateProcess Recording Temp.docx
5. intergrating eft with traditional counselling cb
5. intergrating eft with traditional counselling cb
Application Applying Narrative and Solution-Focused TherapyNarr
Application Applying Narrative and Solution-Focused TherapyNarr
RESPONSE 1Respond to at least 2 colleagues by expanding on.docx
RESPONSE 1Respond to at least 2 colleagues by expanding on.docx
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Organization:
Introduction, transitions, and conclusion
Usage and Mechanics:
Grammar, spelling, and sentence structure
APA Elements:
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Balance Sheet Classification
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Cash
Common Stock
Patents
Salaries and wages payable
Inventory
Investments
Accumulated depreciation
Buildings
Land
Long-term debt
Supplies
Equipment
Prepaid expenses
.
xamine the economic impact of border protection.1) What actions p.docx
xamine the economic impact of border protection.
1) What actions prompted the
border control offensive and made the issue of illegal immigration a priority?
2) Who is the enemy? From what or whom are we protecting the border? Is the enemy more than terrorism and terrorists?
3) What is the connection between border enforcement and public health and Safety concerns?
.
Written Portion of the Case SummaryTwo pages in length total maxim.docx
Written Portion of the Case Summary
Two pages in length total maximum (APA format - 12 font, double spaced).
Page 1 –
mandatory section headings
·
Introduction/Summary of Case
·
Issue(s)/Motivation
·
Fundamental Technology(s) Involved
·
Various Alternatives or Implementations or Comparison of the Technology(s)
·
Critique/Evaluation of the Alternatives or Implementations of the Technology(s) Involved
·
Future of the Technology(s)
Page 2 –- List and answer only the “CASE STUDY QUESTIONS” posed by authors
1.
What types of companies are most likely to adopt cloud-based CRM software services? Why? What companies might not be well-suited for this type of software?
2.
What are the advantages and disadvantages of using cloud-based enterprise application?
3.
What people, organization, and technology issues should be addressed in deciding whether to use a conventional CRM system versus a cloud-based version?
Text:
Management Information Systems: Managing the Digital Firm; Thirteenth Edition; Kenneth C. Laudon and Jane P. Laudon; Pearson Education, Upper Saddle river, NJ, 07458; 2014; ISBN 13:978-0-13-305069-1
.
You are a community health educator and you have been tasked with de.docx
You are a community health educator and you have been tasked with developing a presentation to be given in a setting to educate an audience on one specific kind of diabetes.
Identify
your audience. Examples include the following:
Senior center
Middle school
A Workplace
Create
a resource (350 to 700 words) as a way to share this information. Examples include the following:
A social media page
An information pamphlet
A presentation
Consider
the best method so it is crafted in an appropriate and understandable way for your identified audience.
Choose
from the two following options, which kind of diabetes you'll be reporting on:
Option A: Type I
How society views diabetes (what society thinks it is versus what it actually is, common beliefs and practices)
Signs and symptoms
Compliance with treatment regimens
Impact on health care resources
Option B: Type II
How society views diabetes (what society thinks it is versus what it actually is)
Preventive measures
Making the right decisions to live a healthy life
Compliance with common beliefs
Impact on health care resources
Click
the Assignment Files tab to submit your assignment.
.
You are a citizen of a developing country. The year is 2025 and your.docx
You are a citizen of a developing country. The year is 2025 and your country is facing massive population growth. In the last decade alone, it has seen a population growth of nearly 200 million people, and demographics forecast continued rapid growth well into the next generation.
The nation has also seen a rapid rise in industrial and commercial development, both of which are wreaking havoc on the environment. Climatologists have noted a marked increase in the levels of air and water pollution. In addition, the nation's reliance on mono-crops has made it food-dependent on its trading partners; it can no longer feed its growing population on its own. This has resulted in some food shortages.
The most promising option the state has at present is to try to stem the tide of population growth internally.
Demographers have noted that, primarily due to a tradition of raising large families and other cultural and religious mandates, most of the state's population growth is occurring among poorer, rural sectors. Many families are comprised of up to ten children each. In some instances, birth control is available, but simply not used. In other instances, no birth control or formal family planning education is provided. The affordability of contraception is also a concern.
Culturally, however, it has been found to be taboo to discuss family concerns publicly. Yet the state knows that it is facing an impending food, environmental, political and even international crisis if something is not done immediately.
.
Written Communication SkillsDueDec 07, 1159 PMNot Submi.docx
This assignment asks students to write a 700-1050 word letter of complaint about a poor customer service experience discussed in class. The letter should describe the original problem, the behavior of the customer service representative regarding the situation, and the resolution the student hopes to achieve.
XML provides a method for data to be transferred between systems. Sp.docx
XML provides a method for data to be transferred between systems. Specify at least three components of an XML document. Analyze how each component ensures data reliability and validation.
Identify at least two e-Commerce systems that provide XML data integration. For each system, describe how XML extensions could enable e-Commerce integration among system stakeholders such as vendors, resellers, suppliers, and customers.
.
Written cases shall have the following sections Title, Introductio.docx
Written cases shall have the following sections: Title, Introduction: Issue and Cause Summarized, Analysis Decision Criteria, Alternatives,
Solution
, Justification for Choice of
.
www.amankas.comDistribution strategyDiscuss the company activi.docx
www.amankas.com
Distribution strategy
Discuss the company activities that will make your product or service available to your target consumer. Will you be using intensive, selective, exclusive distribution? Will you use direct or indirect distribution? /i.e. Discuss channels, coverage, assortments, locations, inventory, transportation, logistics, etc./
.
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To prepare for this Project AssignmentJennie, a first yea
- 1. To prepare for this Project Assignment: Jennie, a first year practicum student, was off to a good start with her client, Sue. However, at their session, Sue entered in true crisis. “I have breast cancer!” she cried. “My doctor says I have breast cancer!” With undisguised anguish, she went right to her biggest fear: “My girls may not have a mother to help them grow up!” Taken aback by the intensity of this raw emotion, Jennie didn’t know what know what to do at first. Thinking of what she could say, Jennie jumped in and began doing what she had always done best: getting the facts, making plans, and solving problems: “Have you got a second opinion? Have they talked to you about your treatment options yet? They can do much more now than they used to chemo has become so much more effective…” The next day, in supervision Jennies supervisor tried to help Jennie see that she had moved right into problem-solving and reassuring mode without responding directly to Sue’s profound fear. The supervisor commented, “Such bid feelings, Jennie, such vulnerability. It sounds like you wanted to help Sue figure out what to do. Instead, what do you think would have happened if you had just tried to stay with her feelings longer?” Jennie was rather quiet, and vaguely suggested that she wasn’t sure how to do that. Her supervisor tried to be more specific: “I’m thinking of several ways you might be able to do that in the future- like expressing more directly your own compassion or concern for her. Or perhaps helping her clarify or name her feelings that seem so overwhelming, or maybe just affirming how frightening all of this is right now? I think the sequence is important her. If you respond to her feelings first with this type
- 2. of understanding or empathy, I think that then she could better use your suggestions about what to do.” As their discussion unfolded, however, Jennie disagreed and said, “The client wasn’t ready to go that deep yet—we haven’t been working together long enough to push her into feelings like that.” Jennie looked puzzled as the supervisor replied, “But you weren’t ‘pushing’ her to ‘do deeper’ than she wanted. Sue initiated this—she bought these feelings to you.” It was too new and too much for Jennie to absorb now, but, by the end of her practicum year, Jennie had become at better at letting her clients feel what they were feeling. Review the above client, and consider the case of Jennie, a first- year practicum student, and her client, Sue. ( As you review this case study, consider the various techniques used throughout the therapy session demonstrated. Consider the appropriateness of the technique exampled in this case study, as it relates to the Interpersonal Psychotherapy approach, and how you might view the therapist effectiveness with this particular client, from an Interpersonal Psychotherapy approach to treatment. Also, consider any implications for social change that may be related to the client's treatment. To complete this Assignment: Based on your review of the case of Jennie, a first-year practicum student and her client, Sue, write a 3- to 5-page paper
- 3. (not including title page and reference page), and include the following: Identify and summarize the Interpersonal Psychotherapy approach, and identify, if any, techniques used throughout the therapy session indicative of the Interpersonal Psychotherapy approach. Explain why each of the techniques used was or was not appropriate for this session, from an Interpersonal Psychotherapy approach’s perspective. Justify your explanation. Note: Be sure to include any implications for social change that may be related to the client's treatment. Explain what other techniques might have been more appropriate in this instance. Justify your explanation. Use Learning Resources to support your conclusions. Use proper APA format and citations.