SOCW 04 week 7 discussion addressing trauma at multiple levels

SOCW 04 week 7 discussion #3 professor question
USW1_SOCW_6090_WK07_Rosen.pdf
USW1_SOCW_6090_WK07_vanderKolk.pdf
Learning Resources to be used as references to support your
answer.
Note: To access this week’s required library resources, please
click on the link to the Course Readings List, found in
the Course Materials section of your Syllabus.
Required Readings
Gehlert, S., & Browne, T. (Eds.). (2012). Handbook of health
social work (2nd ed.). Hoboken, NJ: Wiley.
1. Chapter 7, “Community and Health” (pp. 143–163)
· Chapter 4, “Public Health and Social Work”
· Section: “History of Public Health and Social Work” (pp. 65–
67)
· Section: “Common Values” (pp. 70–75)
Coren, E., Iredale, W., Rutter, D., & Bywaters, P. (2011). The
contribution of social work and social interventions across the
life course to the reduction of health inequalities: A new agenda
for social work education? Social Work Education, 30(6), 594–
609.
Note: Retrieved from Walden Library databases.
Errickson, S. P., Alvarez, M., Forquera, R., Whitehead, T. L.,
Fleg, A., … Schoenbach, V. J. (2011). What will health-care
reform mean for minority health disparities? Public Health
Reports, 126(2), 170–175. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3056029/
Nguyen, D. D., Ho, K. H., & Williams, J. H. (2011). Social

determinants and health service use among racial and ethnic
minorities: Findings from a community sample. Social Work in
Health Care, 50(5), 390–405.
Robinson, L. M., Dauenhauer, J., Bishop, K. M., & Baxter, J.
(2012). Growing health disparities for persons who are aging
with intellectual and developmental disabilities: The social
work linchpin. Journal of Gerontological Social Work, 55(2),
175–190.
Optional Resources
Department of Health and Human Services. (n.d.). HHS action
plan to reduce racial and ethnic health disparities. A nation free
of disparities in health and health care. Retrieved from
http://minorityhealth.hhs.gov/npa/files/Plans/HHS/HHS_Plan_c
omplete.pdf
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Answer in APA format with 1 citations per paragraph treat each
answer as a separate work or file and each work or file need
separate references. At least 350 word each answer if you can.
Support your posts with specific references to the Learning
Resources given in this work. Be sure to provide full APA
citations for your references. Treat each work, file or answer as
a separate work and each work or answer needs separate
references.Be sure to support your postings and responses with
specific references to the resources and the current literature
given in the work using appropriate APA format and style
Work #1 professor question
Total views: 2 (Your views: 1)
Hello, students, the following website has information about
healthcare disparities that you may find interesting. For
example, did you know that where you live determines your

health?
http://www.unnaturalcauses.org/
Dr. Harper
SOCW 90 week 7
answer.
click on the link to the Course Readings List, found in the
Course Materials section of your Syllabus.
Required Readings
Agaibi, C. E., & Wilson, J. P. (2005). Trauma, PTSD, and
resilience: A review of the literature. Trauma Violence Abuse,
6, 195–216.
Note: You will access this article from the Walden Library
databases.
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Arlington, VA:
American Psychiatric Publishing.
· “Trauma-and Stressor-Related Disorders” (pp. 265–290)
Pietrzak, R., Goldstein, M., Malley, J., Johnson, D., &
Southwick, S. (2009). Subsyndromal posttraumatic stress
disorder is associated with health and psychosocial difficulties
in veterans of operations Enduring Freedom and Iraqi Freedom.
Depression and Anxiety [serial online], 26(8), 739–744.
databases.
Rosen, G. M., Spitzer, R. L., & McHugh, P. R. (2008).
Problems with the post-traumatic stress disorder diagnosis and
its future in DSM-V. The British Journal of Psychiatry, 192, 3–
4.
its future in DSM-V by Rosen, G.M., Spitzer, R.L., & McHugh,
P.R. in The British Journal of Psychiatry, 192/1. Copyright
2008 by the Royal Medico-Psychological Association.

Reprinted by permission of the Royal College of Psychiatrists
via the Copyright Clearance Center.
Van der Kolk, B. A. (2005). Developmental trauma disorder:
Towards a rational diagnosis for chronically traumatized
children. Retrieved from www. traumacenter.org
Van der Kolk, B.A. (2005). Developmental trauma disorder:
Towards a rational diagnosis for children with complex trauma
histories by Van der Kolk, B.A., in Psychiatric Annals, 35/5.
Copyright 2005 by Slack Incorporated. Reprinted by permission
of Slack Incorporated via the Copyright Clearance Center.
Work #2 Answer in APA format with 1 citations per paragraph
treat each answer as a separate work or file and each work or
file need separate references. At least 350 word each answer if
you can. Support your posts with specific references to the
Learning Resources given in this work. Be sure to provide full
APA citations for your references. Treat each work, file or
answer as a separate work and each work or answer needs
separate references.Be sure to support your postings and
responses with specific references to the resources and the
current literature given in the work using appropriate APA
format and style
Work #2 Responding at Multiple Levels
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Good evening!
When large scale disasters happen, social workers need to be
engaged at multiple levels to address the individual family,
community, and organizational infrastructure needs to deal with
the aftermath. How do you think social workers can use their
skills to make this type of response happen in the events you

described?
Thanks!
Dr. Ivery
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Work #3
Catherine this is my posted discussion for SOCW 04 week7
from which the professors is making the question on. NOT A
WORK READ ONLY so you can answer the professors
question.
RE: Discussion - Week 7
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Traumatic Event
Post-traumatic stress disorder (PTSD) is an incapacitating
mental health disorder regularly connected with psychiatric
comorbidity and lessened life quality, and basically trails a
chronic, always lifelong, course. Provided the ubiquitous nature
of intimidating or disastrous trauma, PTSD is changing to be
more and more common (Agaibi, & Wilson, 2005). It might
impact 10% of women and men 5% of some phase. Relying upon
the nature and extent of the traumatic action, the commonness
rates of PTSD in fatalities have been stated to approach 100%.
The PTSD syndrome is an accumulation of various cognitive,
interactive, and physiological instabilities characterized by
three sign clusters, for example avoidance, intrusion, and
arousal. From the introduction of PTSD into the diagnostic
classificatory organizations in 1980, substantial research has
been done on the effectiveness of cognitive interactive therapy
(CBT) in its treatment. Presently, trauma-focused CBT is
suggested for PTSD by numerous treatment strategies and

proficient consensus panels. The determination of this appraisal
is to assess the scholarships of CBT for PTSD following
numerous types of trauma, and those connected to physical
sicknesses in adults, children, and teenagers.
Some psychological matters that require to be addressed
include; psychiatric illness and agony feedbacks. Experiencing
a disaster may lead to alterations in the health-associated
conducts and yield overall life variations (Agaibi, & Wilson,
2005). Substance application is one of the health-concerned
conduct mainly thought to raise in the aftermath of a disaster.
Cigarette smoking and alcohol application may raise persons
with PTSD after any type of traumatic event.
The greater trauma literature may start to aid direct prevention
and involvement efforts in reaction to terrorism events
(Pietrzak, Goldstein, Malley, Johnson, & Southwick, 2009).
Although, it might not be enough to depend on data gotten from
research on other sorts of traumatic events for the reason of
disasters, and mainly terrorism, differ in essential ways.
Continued research inspecting the psychological concerns from
a range of disaster and traumatic events will aid improve
understanding of the influence and provide sign to target
interventions.
The effectiveness of this intervention as stated in the article is
that continued research inspecting the psychological concerns
from a range of disaster and traumatic events will aid improve
interventions (American Psychiatric Association, 2013). The
implications for social work in connection with traumatic events
is that, disaster proceedings, can also yield unique positive
consequences for the community. Since terrorism is normally
led to a population or subpopulation, there is often an important
growth of patriotism and vanity for the population following the
incident.
References

6, 195–216.
American Psychiatric Publishing. “Trauma-and Stressor-Related
Disorders” (pp. 265–290)
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Dr. Ivery,
This is part of my answer on the traumatic event.
Traumatic Event
In USA presently, it appears that we all have a touch of the
post-traumatic stress malady as shown by our increasingly
vitriolic political setting, where realism is repudiated and
dramatics run riot. Resentment, we are informed that the natural
response to trauma; in persons with PTSD, the anger is out of
regulation. (American Psychiatric Association, 2013). By that
measure, the millennial era has conveyed us 10 years of PTSD
politics having no end in exhale.
From the Tea Party madness, the unwillingness of Republicans
in Congress to vote for any piece of legislation drafted by
Democrats (Pietrzak, Goldstein, Malley, Johnson, & Southwick,
2009). The misuse of the filibuster in the Senate to all but
break the institution, and the outsized rage on the left toward
the Obama administration for simply behaving as politicians do,
our national politics have moved beyond the bounds of extreme
partisanship into the realm of mental illness.
This breaking of the countrywide psyche was certain to happen;

it's been periods in the making (Tsai, El-Gabalawy, Sledge,
Southwick, & Pietrzak, 2015). The American exceptionalism the
view we are in some way better and more blessed than any other
persons face the face of the earth by indent of our personal hard
work, inventiveness, distinctive goodness and greater
democracy was destined to fail as our country, like each other
before it, found itself trapped in the relentless wheels of
history.
Terror from the Skies
The American persons were actually traumatized by the actions
of September 11, year 2001, when four profitable aircraft were
seized by al Qaeda terrorists, effectively taking down the World
Trade Center in the City of New York (Tsai, El-Gabalawy,
Sledge, Southwick, & Pietrzak, 2015). The main symbol of
America’s control of the global economy and leaving a huge
hole in the Pentagon, the representation of America's soldierly
might. The fourth plane that collided in a Pennsylvania arena,
was actually headed for the U.S. Capitol construction, the sign
of America's typical democracy.
People exceeding 300 were raided in the attacks. In the city of
New York bodies fell from the sky as workforces in the Trade
Center towers leaped to their demises in order to escape the
flames. Any persons are exposed to such a formidable sight
would appropriately be traumatized. Some of the psychosocial
issues that needed to be addressed included treating people who
were suffering (Pietrzak, Goldstein, Malley, Johnson, &
Southwick, 2009). The effectiveness of the intervention enabled
several persons to move with life after the trauma. There were
several implications for social work in connection with
traumatic even in the USA. In the concentration of a
traumatized individual, the recreating of traumatic actions often
takes place in regular flashbacks, keeping alive the horror and
sense of helplessness instigated by the original occasion.
References

Tsai, J., El-Gabalawy, R., Sledge, W. H., Southwick, S. M., &
Pietrzak, R. H. (2015). Post-traumatic growth among veterans in
the USA: results from the National Health and Resilience in
Veterans Study. Psychological medicine, 45(1), 165-179.
Work #3 professors question
Hi Cheraldo,
Thank you for your overview of PTSD!
1.What is a specific traumatic event in and intervention focused
on PTSD were applied?
2.What were the outcomes of the intervention?
Dr. Ivery
Work #4
Discussion - Week 7
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Discussion: Evidence-Based Interventions Used in National
Traumatic Events
The DSM-5 task force added a section dedicated to trauma and
stress. With an increased exposure to traumatic events, more
individuals are exhibiting symptoms related to trauma exposure.
Experiencing any of these events can result in an individual’s
suffering from a trauma or stressor-related disorder.
For this Discussion, read the DSM-5 section on trauma and
stressor-related disorders, in particular the articles on PTSD by
Van der Kolk (2005) and Agaibi and Wilson (2005). Then
search the literature for a study related to a national traumatic
event and an evidence-based intervention used to treat those
suffering from trauma and stressor-related issues associated
with it.
Work #4 Evidence-Based Interventions Used in National
Traumatic Events
0. A brief description of the event, including a summary of how
it affected the individuals involved.
0. What are some psychosocial issues that needed to be
addressed following this event?
0. Identify an intervention that was implemented to address one

of the psychosocial issues.
0. Discuss the effectiveness of this intervention as stated in the
article.
0. What are some of the implications for social work in
connection with traumatic events?
Support your post with specific references to the resources. Be
sure to provide full APA citations for your references.
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Work 5
Group Wiki Part 4: Online Resources
Locating online resources for a client can be overwhelming.
There is such an abundance of websites, blogs, wikis, and social
networking sites that offers resources to many different
populations. As a clinician, it is important for you to determine
which resources are evidence-based, appropriate for the
population, and easily accessible.
To prepare for your Group Wiki, read the Wiki Assignment
Instructions document located in the resources. Then locate 5–7
online resources for those living with a mental disorder.
For this Assignment, collaborate with your group to write a
650- to 750-word wiki, being sure to use proper APA format for
any citations.
· Your group’s wiki should focus on your assigned mental
disorder Group E: F90.20 ADHD, Combined Type
r . Include the following (in the form of URLs, physical
locations, and contact information) in your entry:
· Agencies, organizations, and non-profits that offer information
and resources to individuals living with your assigned mental
disorder
· Workshops, conferences, and suggested readings pertaining to
your assigned mental disorder

· Experts in the field and their locations
· Studies that offer more insight into interventions for this
mental disorder
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5c8958f1-8050-4e
6c0f820b-e349-4e
d4fdca80-c93f-447
Introduction to the Theoretical and Conceptual Foundations of
Organizational Management:
A Primer
MGMT 600 –
Organizational Management
References for all citations located at the end of the Syllabus
Thank you for contributions by Farrago to this presentation
(http://quizlet.com/18997324/chapter-2-management-theory-
essential-background-for-the-successful-manager-flash-cards/)
*

Introductory Word About ManagementMuch has been said and
written about management and leadership over the past century,
particularly in the latter part of the 20th century. Note that each
term—“management” and “leadership”—are distinct.As students
of management, it is important to understand the various roots
and schools of thought from which contemporary management
studies emerge so that you can sort through and make sense of
the myriads of books and approaches you will invariably
encounter, and so that you can reach a sense for differentiation
between the terms “leadership” and “management.”Keep in
mind that this is ONLY an introduction.
*
This Lecture Contains Three
Main Sections:Differentiating Leadership and Management
Approaches to Organizational ManagementMotivational
Theories and Concepts for Organizational Management
*
How are these terms/actions different?
*

Leaders and Managers are both essential to the effective
functionality of organizations. Note that there are distinct
differences between them, characterized by Warren Bennis’
description:
“Managers are people who do things right, while leaders are
people who do the right things.”
*
Leadership
Produces “Change and Movement”
Vision Building/Strategizing
Aligning People/Communicating
Motivating/Inspiring
Management
Produces “Order and Consistency”
Planning/Budgeting
Organizing/Staffing
Controlling/Problem-solving
Leadership and Management
*

Leader TendenciesFocus on the futureCreate changeCreate a
culture based on shared values Establish emotional link with
followers Use personal power
Manager TendenciesFocus on the present Maintain status quo
Implement policies and proceduresRemain aloof and maintain
objectivity Use position power
Leaders vs. Managers
Check out the “Team Technology” website as a good resource to
distinguish leaders and managers:
http://www.teamtechnology.co.uk/leadership/management/overv
iew/
*
Thematic Network for Differentiating Between Leadership and
Management
Source: Toor, S. (2011). Differentiating leadership from
management: An empirical investigation of leaders and
managers. Leadership and Management in Engineering, 11(4),
310-320.
*
A starting place . . .
*

DefinitionsOrganizing: “A consensually validated grammar for
reducing equivocality by means of sensible interlocked
behaviors. To organize is to assemble ongoing interdependent
actions into sensible sequences that generate sensible outcomes”
(Weick, 1979, p. 3).Management: The creation of “conditions
that make people want to perform as desired” (Greenberg, 2010,
p. 7).
*
Two Approaches to Describing Management in Organizations
The Historical Approach to Management
The Historical Approach to Management examines the
evolutionary development of management science, including a
look at the classical advancement of management through
behavioral and quantitative lenses.The Contemporary Approach
to Management
The Contemporary Approach to Management examines the
applications/streams of how management practice is
conceptually organized, such as through “frames,” “systems,”
“total quality management,” and “human resource
management.”
*

The Historical Approach to Management of Organizations
The classical advancement of management through behavioral
and quantitative lenses
*
Historical/Classical ViewpointThe historical/classical viewpoint
of management has its roots in rationalism, and emphasizes
finding way to manage and work with greater efficiency. There
are two main sections of the classical viewpoint of management:
Scientific Management: Fredrick W. Taylor and Frank & Lillian
Gilbreth (“Cheaper by the Dozen” fame) pioneered scientific
study of work methods to increase productivity (e.g., motions
studies, differential pay rates)
Administrative Management: Henri Fayol and Max Weber
applied management of overall organizations through systematic
planning, defined hierarchy, job specialization, defined
procedures, and merit pay.
Scientific Management videos:
Time motion study by General Electric:
http://www.youtube.com/watch?v=k9vIhPszb2I
Frank and Lillian Gilbreth (ala “Cheaper by the Dozen” movie
focus)
http://www.youtube.com/watch?v=hhvC10kGBu4&list=PLoR_z
abdFQyK4VR5bnlW3oa6gxedh1PWj
*
Bonus: Weber's Concept of BureaucracyAn “office” is to be

held by the person most qualifiedThe duties, power, and
authority of an “office” are clearly definedProcedures are
clearly defined and followed in order to allow for an exchange
of peopleRequires a stable environmentOriginally defined by
Weber as an “ideal type” – not what eventually developed
*
Weber’s Three stages of leadership history:
Traditional/Loyalty/Inherited power/lord-feudal roots/Politics
Bureaucratic—by hierarchical authority/knowledge
Charismatic—by relationship with significant, specially
endowed person.
Historical/Behavioral ViewpointThe historical/behavioral
viewpoint of management focuses on the understanding of what
causes workers to achieve. There are essentially three phases of
the historical/behavioral viewpoint:
Early behaviorism: Hugo Munsterberg, “The father of industrial
psychology” studied matching people with jobs; working
conditions; motivation; Mary Parker Follett emphasized worker
empowerment; Elton Mayo’s “Hawthorne Effect” demonstrated
that employee productivity increases through the psychological
stimulus of being made to feel important.
The Human Relations Movement: Abraham Maslow’s
“Hierarchy of Needs”: 1. Physiological, 2. Safety, 3. Love, 4.
Esteem, 5. Self-actualization; Douglas McGregor proposed
Theory X and Theory Y (pessimistic vs. optimistic view of
workers).
Behavioral Science: This phase concludes that scientific
research (in psychology, sociology, anthropology, economics,
etc.) proves theories about human behavior that can produce
effective tools to manage people in organizations.

*
Quantitative ViewpointThe quantitative viewpoint of focuses on
the application of quantitative techniques, statistics, and
technological simulations to more effectively manage
organizations. There are essentially two quantitative branches:
Management Science: Using Mathematics to aid in problem
solving and decision making. This includes scientific research
(typically non-behavioral) related to the practice of
management.
Operations Management: Stevenson (2009) defines operations
management as “the management of systems of processes that
create goods and/or provide services” (p. 4). Terms associated
with operations management typically include: supply chain,
demand, forecasting, capacity planning, facilities, scheduling,
quality assurance, optimum inventory levels, system design,
engineering, purchasing, budgeting, distribution, maintenance.
Organizational functions that typically interface with operations
includes: human resources, legal, accounting, information
systems, and public relations.
*
The Contemporary Approach to Management of Organizations
The applications/streams of how management practice is
conceptually organized

*
The Systems View of ManagementThe systems viewpoint of
management sees organizations as a set of interrelated parts (or
sub-systems) that operate together to achieve a common
purpose, and that they may be either open or closed, with inputs
and outputs, transformational processes, and feedback.
Inputs: Money, people, equipment, and materials required to
product an organization's goods or services; whatever goes in
the system
Transformation processes: The organization's capabilities to
convert inputs into outputs (through managing internal
processes, & tech used to do the job)
Outputs: The products, services, profits, losses, employee
satisfaction/ discontent that are produced by the organization.
Feedback: The information about the reaction of the
environment to the outputs that affects the inputs (i.e., how
many items did the customer purchase)
Open System: A system that continually interacts with its
environment. Illustration: Netflix was at once a closed system
and in 2011, almost went bankrupt because of it.
Closed System: A system that has little interaction with its
environment, and that ignore feedback.
*
Complexity Theory
The study of complex systems is about understanding indirect

effects.
how interactions give rise to patterns of behavior
understanding the ways of describing complex systems
the process of formation of complex systems through pattern
formation and evolution.
The field of complex systems cuts across all traditional
disciplines of science, as well as engineering, management, and
medicine.
It focuses on certain questions about parts, wholes and
relationships.
These questions are relevant to all traditional fields.
*
What is the study of Complex Systems? Complex Systems is a
new field of science studying how parts of a system give rise to
the collective behaviors of the system, and how the system
interacts with its environment. Social systems formed (in part)
out of people, the brain formed out of neurons, molecules
formed out of atoms, the weather formed out of air flows are all
examples of complex systems. The field of complex systems
cuts across all traditional disciplines of science, as well as
engineering, management, and medicine. It focuses on certain
questions about parts, wholes and relationships. These questions
are relevant to all traditional fields.
Why Complex Systems? The study of complex systems is about
understanding indirect effects. Problems that are difficult to
solve are often hard to understand because the causes and
effects are not obviously related. Pushing on a complex system
"here" often has effects "over there" because the parts are
interdependent. This has become more and more apparent in our
efforts to solve societal problems or avoid ecological disasters
caused by our own actions. The field of complex systems
provides a number of sophisticated tools, some of them concepts
that help us think about these systems, some of them analytical
for studying these systems in greater depth, and some of them

computer based for describing, modeling or simulating these
systems.
Three approaches to the study of complex systems:
There are three interrelated approaches to the modern study of
complex systems, (1) how interactions give rise to patterns of
behavior, (2) understanding the ways of describing complex
systems, and (3) the process of formation of complex systems
through pattern formation and evolution.
Chaos TheoryChaos is more long-term than short-termBehavior
in chaotic systems is aperiodic, May evolve in a way that
appears to be smooth and orderedChaos refers to the issue of
whether or not it is possible to make accurate long-term
predictions of any system if the initial conditions are known to
an accurate degree.
*
Chaos: There is no prediction as to what to do, or what will
happen.
What exactly is chaos theory? The name "chaos theory" comes
from the fact that the systems that the theory describes are
apparently disordered, but chaos theory is really about finding
the underlying order in apparently random data. When was
chaos first discovered? The first true experimenter in chaos was
a meteorologist, named Edward Lorenz. In 1960, he was
working on the problem of weather prediction. He had a
computer set up, with a set of twelve equations to model the
weather. It didn't predict the weather itself. However this
computer program did theoretically predict what the weather
might be.
When you see the underlying order —you move into complexity
theory (see page)

What this is saying:
You predict 19 of the next 2 disasters. You develop the wrong
expectations of the future based on the events of the past.
Fixes to this:
Pro-active planning
Write a history and see whatever patterns might have occurred.
Try to see patterns.
Small entrepreneurial orgs may have this mindset.
Complex Adaptive SystemsComplexity science suggests a
paradigm for leadership that frames leadership as a complex
interactive dynamic from which adaptive outcomes emerge;
learning,
Innovation
AdaptabilityComplexity Leadership Theory focuses on enabling
the learning, creative, and adaptive capacity of complex
adaptive systems (CAS) within a context of knowledge-
producing organizations.
Leadership models of the last century have been products of
top-down, bureaucratic paradigms. These models are eminently
effective for an economy premised on physical production but
are not well-suited for a more knowledge-oriented economy.
Complexity science suggests a different paradigm for
leadership—one that frames leadership as a complex interactive
dynamic from which adaptive outcomes (e.g., learning,
innovation, and adaptability) emerge. Complexity Leadership
Theory focuses on enabling the learning, creative, and adaptive
capacity of complex adaptive systems (CAS) within a context of
knowledge-producing organizations. This conceptual framework
includes three entangled leadership roles (i.e., adaptive
leadership, administrative leadership, and enabling leadership)

that reflect a dynamic relationship between the bureaucratic,
administrative functions of the organization and the emergent,
informal dynamics of complex adaptive systems (CAS).
*
Bonus: Senge on Systems Thinking“In effect, the art of systems
thinking lies in seeing through the detail complexity to the
underlying structures generating change. Systems thinking does
not mean ignoring detail complexity. Rather, it means
organizing detail complexity into a coherent story that
illuminates the causes of problems and how they can be
remedied in enduring ways” (Senge, 2006, p. 124).
*
Contingency ViewpointThe contingency viewpoint of
management emphasizes the manager’s approach as variable
according to the individuals in the organization and the
environmental situation. Manager’s who use this approach will
think “outside the box,” and realize that there is likely more
than one right way of doing something.Management should be
viewed as a process, and therefore new ways to manage should
be innovated and embraced, based on core beliefs:
Is the belief worth challenging? Is it weak? Does it interfere
with organizational goals?
Is the belief universally valid? Counter examples? What can be
learned from the examples?
Does the belief serve the interests of the people? Do some of
the people derive reassurance or comfort from this belief?
Is the belief self-fulfilling? Is it true because we made it so?

(From Gary Hamel)
*
Bonus: Fiedler’s Contingency TheoryCertain conditions require
certain leadership styles and vice versa:
Leadership Style – a consideration of personality that moves
toward relationship orientation or task orientation
Situational Favorableness—three factors: leader-member, task
structure and position power. Since leaders cannot change their
styles it is necessary to change leaders to fit the specific needs
of the organization with regard to its environment
*
Although Paul Hersey (Situational Leadership) says that leaders
can change by the situation, this theory says that when leaders
CAN’T change styles then they need to be taken out.
Managerial leadership has influenced organizational activities
in many ways. These influences include motivating
subordinates, budgeting scarce resources, and serving as a
source of communication. Over the years researchers have
emphasized the influences of leadership on the activities of
subordinates. These emphasis by researchers led to theories
about leadership. "The first and perhaps most popular,
situational theory to be advanced was the ‘Contingency Theory
of Leadership Effectiveness' developed by Fred E. Fiedler"
(Bedeian, Glueck 504). This theory explains that group
performance is a result of interaction of two factors. These
factors are known as leadership style and situational
favorableness.
Leader Style and Effectiveness: According to Fiedler’s theory,

the effectiveness of the leader is the product of interaction
between the leader’s style of leading in a particular environment
with certain characteristics present. Leader effectiveness will,
therefore, be the outcome of the degree of match between the
leader’s style traits and the favorableness of the situation within
which the leader leads in the way he/she leads. Some research
indicates that the dominant leadership trait is a personality
factor that moves upon the leader toward either “relationship
orientation” or “task orientation.”
Situational Favorableness Variable: The second major factor in
Fiedler's theory is known as situational favorableness or
environmental variable. This basically is defined as the degree a
situation enables a leader to exert influence over a group.
Fiedler then extends his analysis by focusing on three key
situational factors, which are leader-member, task structure and
position power.
Quality Management ViewpointThe quality management
viewpoint is dedicated to continuous quality improvement,
training, and customer satisfaction. Regardless the “school” of
thought regarding quality management, there are three terms
that should be understood:
Quality: this is the total ability of a product of service to meet
the needs of the customer(s). Quality add value and competitive
advantage to the product or service.
Quality Control: this is the strategy for minimizing and limiting
the amount of errors in the overall product or service through
the management of each stage of production and/or preparation.
Quality Assurance: this term focuses on the performance of the
organizational members; employees are urged to strive for “zero
defects” in the product or service. A challenge to be considered
in quality assurance is the gap between the design/designer and
the workers who produce or prepare the product or service.

*
Managing for Quality:
TQM and Six SigmaTQM (Total Quality Management) is a
management approach that integrates ongoing quality
improvement into the overall culture of the organization
through the emphasis of key fundamentals such as: customer-
focus, employee involvement/recognition, performance
monitoring, systems integration, process improvement, fact-
based decision making, and on-going communication.The Six
Sigma approach shares many of the fundamentals of TQM.
However, Six Sigma prioritizes problem-solving based on
organizational priorities and focuses more on statistical
measurements, well-defined project scope/goals, etc.
*
An introductory list
*
Motivational Theories and Concepts for Organizational
Management

Why do people do what they do? What influences managers to
manage and workers to work?
*
Motivational Theories: CategoriesTwo major categories: need-
based and process-based
Need-Based Motivational Theories:
Maslow’s Hierarchy
Alderfer’s ERG theory
Herzberg’s Two-Factor Theory
McClelland Learned Needs Theory
Process-Based Motivational Theories
Equity Theory—task and reward should match, that’s only fair
Expectancy Theory—Vroom—I expect better if I do certain
things
Fishbein’s Reasoned Action—motivation is connected to
intention and therefore influencers
*
There are two major categories of motivation: need-based
perspectives and process-based perspectives.
Need-based perspectives states that people are motivated by
things that the individual requires or wants and assume that
need deficiencies cause behavior. There are primary needs,
which include basic physical requirements and secondary needs
which include needs that are learned from the environment or
culture. Examples of need-based theories include Maslow’s
Hierarchy of needs, Alderfer’s ERG theory, and Herzberg’s
Two-Factor (Dual-Structure) Theory.
Processed-based motivational theories tend to involve more

logic and reason than need-based theories. Processed-based
motivators connect expectations and outcomes so that if certain
activities are engaged, then certain outcomes will be the result.
Need-Based Motivational Theories
*
Maslow’s Hierarchy of Needs
*
Maslow’s Hierarchy of Needs is based on five basic categories
of needs. As a person satisfies one need, they move up the
hierarchical structure, and the next motivating factor becomes
the central focus of the person’s behavior. The five levels are:
(1) physiological; (2) security needs; (3) belongingness needs
(love); (4) esteem needs; and (5) self-actualization needs.
Maslow's motivational theory is a content motivational theory
dealing with a hierarchy of needs beginning with physical needs
and moving up a scale ending with self-fulfillment. The idea is
that as basic needs are met, a person progresses upwards and
becomes motivated by higher needs.
ERG Theory
(Alderfer)Existence NeedsRelatedness NeedsGrowth Needs
The difference between ERG theory and Maslow’s theory is that

in ERG theory, if a person is frustrated trying to meet higher
level need, they will regress back to the lower level need.
*
Herzberg’s Two-Factor TheoryHygiene factors
The company
Working conditions
Salary
StatusMotivation
Achievement
Recognition
Growth/Advancement
Interest in the job
*
The Two-Factor (Dual-Structure) theory states that there are
two dimensions to understanding motivation and levels of
satisfaction. Herzberg’s theory has two kinds of motivators,
which include motivation factors and hygiene factors.
According to Herzberg, hygiene motivators, which are external
and do not motivate the employee in a positive direction via job
satisfaction; rather, if they are absent they will
discourage/dissatisfy the employee and create significant job
dissatisfaction. Second are intrinsic motivators, which are
internal and have the capacity to motivate the employee in a
positive direction to be satisfied with the job if they are present.
Learned Needs Theory

(McClelland)Need for achievement, idealistically or
personallyNeed for affiliation and acceptanceNeed for power
with people or processes
*
McClelland's Learned Needs theory of motivation is based on
three primary factors. These factors are the need for
achievement, such as an ideolistic or personal achievement. A
second factor is the need for affliliation or a sense of being
accepted by a particular group or person. The third factor is the
need for power, such as
power or control over a person or a process.
Needs Theories Compared
http: //www.drawpack.com
*
Process-Based Motivational Theories
*

Equity TheoryAssociated with fairness and justiceCompares
what one puts in with what one gets back relative to the
perception of what others (peers, subordinates, and superiors)
get back
*
Equity theory holds that individuals view work from the
perspective that the
task and the reward should match. In the event that task and
rewards do not
match, the individual will compensate by either soliciting more
rewards or
withdrawing the level of effort.
Expectancy Theory
(Vroom)Examines the value of a motivator relative to:
Expectancy: Perception that the effort will gain the reward
(cause-effect)
Instrumentality: Perception that if the effort occurs that the
reward will occur (trust)
Valence: Perception that the reward will be of value
(preference)
*
Vroom’s Expectancy theory suggests that motivation is a
linkage between a person’s desire for something better with the
expectancy that if certain actions are taken, then the reward of
something better will be received. The variables have to do with

the accessibility of the thing pursued and the person’s ability to
do what is necessary to
achieve. Expectancy theory looks at motivation based on
external rewards--for the employee there must be valency--
perceived benefit in the reward, in order to be motivated.
Reasoned Action Theory
(Fishbein)Human beings are rational and make systematic use of
information available to them. People consider the implications
of their actions before they decide to engage or not engage in
certain behaviors.
*
Fishbein’s Reasoned Action Theory also considers outcomes,
but is concerned more that the driver for motive is connected to
the intention of the behavior. Therefore there is a consideration
for various influences in the mix, such as the subjective aspect
played by relationships affected by the action.
Looking at Expectancy and Reasoned Action theories together,
the Expectancy theory appears more objective and logical,
whereas the Reasoned Action theory is more
subjective and therefore complicated by virtue of a person’s
ability to be affected by those around him or her as well as by
the general acceptability of the action as the means to pursue
the outcome.

General Theories and Concepts
Here is an introductory collection of material you should know
*
Bases of PowerAn important initial consideration relates to how
power is viewed in terms of leadership (and management). The
following five “Bases of Power” are identified by French and
Raven:
Legitimate Power—positional—accepted by others because of:
Social Conditioning—upbringing; experiences
Designation—respect for the office.
Reward Power—people work to get something in return
Coercive Power—people work because of the threat of what
happens if they don’t
Referent Power—people follow you because they are attracted
by success, notoriety, etc.
Expert Power—not personal attraction, but need of the follower
for a specialist
*
Configuration ApproachAll organizations can be described in
terms of:
Leadership
Structure
Strategy
EnvironmentWhile there is an infinite combination of elements

only a few are successful
*
EXAMPLE, using the Miles and Snow archetypes:
Leadership--Prospector—on the leading edge
Structure--Analyzers—working with what is
Strategy--Reactors—
Defenders—protecting your braintrust
Organizational BehaviorOB (organizational behavior) may be
defined as “the multidisciplinary field that seeks knowledge of
behavior in organizational settings by systematically studying
individual, group, and organizational processes.”
[Miner, J. B. (2002). Organizational behavior: foundations,
theories, analyses. New York: Oxford University Press.]
*
Climate and CultureClimate: Prevailing Influence or set of
conditionsCulture: Integrated patrtern of knoweldge, belief, and
behavior
*
Seven Climate Measurements:
Trust
Conflict
Morale
Rewards equitability

Change resistance
Leader credibility
Scapegoating
Culture Theory:
Hofstede’s 5 DimensionsPower Distance
Acceptance by less powerful members that power is unequally
distributed
Degree of human inequality underlying functionality of a given
societyUncertainty Avoidance
Level of comfort in unstructured situations, ie., novel, unknown
Degree to which a society tries to control the
uncontrollableIndividualism/Collectivism
How much your identity belongs to someone
elseMasculinity/Femininity (Gender Egalitarianism)
Distribution of emotional roles among genders
“Tough” versus “tender” societiesLong-term/Short-term
Orientation (Humane Orientation)
Level of delayed gratification of material, social, and emotional
needs
*
Goal Setting Theory
(Locke)The more specificity to the goal the higher the
performanceThe higher the goal the higher the performanceThe
more attainable the goal the higher the performance

*
Impression Management TheoryIn the dramaturgical
perspective, social interaction is akin to a theatrical
performance. Individuals engage in scripted behavior in order to
persuade a desired mode of action from those with whom one is
interacting
*
Job Design Theory
High Internal
Work Motivation
High Quality
Work Performance
High Satisfaction
with the Work
Low Absenteeism
and Turnover
Employee Growth

Need Strength
Core Job
Dimensions
Critical
Psychological
States
Personal
and Work
Outcomes
Skill Variety
Task Identity
Task Significance
}
Experienced
Meaningfulness
of the Work
Experienced
Responsibility
for Outcomes
of the Work
Feedback

Knowledge of the
Actual Results of
the Work Activities
}
Autonomy
*
Nominal Group Technique for Organizations
(Ellis & Fisher)Individualized idea generation —brainstorming
taking place individually; group members write silently for 15
min or soRecording Ideas —group leader collects and records
ideas and makes flip-chart visible to allGroup discussion —
elaboration and clarification of ideas; no arguing or criticizing
until all ideas are mutually understoodDiscussion and Decision
—open and thorough discussion of top-rated ideas. If consensus
not reached, votes may be taken.
*
Nominal Group Technique (NGT) increases individual group
members’ participation by attempting to create an environment
whereby, regardless of role or social status in the group, a
member’s input is given equal consideration. Use of this
technique enabled a group consisting of teachers, students,
administrators, and custodians used NGT to deal with

unacceptable behavior in a work environment at a school that
led to the exodus of skilled teachers. The participants
independently brainstormed and wrote their ideas about the
problem on index cards prior to assembling for discussion and
decision-making.
Perception of Organizational PoliticsOrganizational politics
refers to behaviors that are designed to promote self-interest
and that are taken without regard to organizational
goalsPerceptions of politics are related to organizational
commitment and turnover intentions
*
Management Styles
There may be more than one way to skin a cat; how would you
do it?
*
Five Leadership Styles
Authority-Compliance (9,1)—high task, low
relationshipCountry Club Management (1, 9)—low task, high
relationshipImpoverished Management (1,1)—low task, low
relationshipMiddle-of-the-Road Management (5,5)—moderate
task, moderate relationshipTeam Management (9,9)—high task,

high relationship
*
Management Style ContinuumsAutocratic: The autocratic
manager controls all the power, manages by directive, and
needs/seeks no subordinate input. Subordinates may feel
undervalued, have decreased motivation, and increased
turnover.Democratic: The democratic manager delegates power
equally to subordinates, manages by consensus, and depends on
subordinate input. Subordinates may feel empowered, but
bogged down by decision process, and although motivated, may
be limited in potential because others can carry
them.Participative: Participative managers share the power with
subordinates, manages as with a team, but with final say, and
engages subordinate input. Subordinates feel valued, have
increased motivation to contribute, and may be individually
rewarded.Laissez Faire: The Laissez Faire manager gives
subordinates access to all the power, manages in abject freedom
(to a fault), may not be aware of individual subordinates’ input.
Subordinates may possess either confidence/high motivation or
lostness, depending on the involvement of the leader.
AUTOCRATIC
LAISSEZ FAIRE
PARTICIPATIVE
DEMOCATIC
*

Archetypes by Miles and Snow“Miles and Snow ask how and
why organizations differ in strategy, in structure, in technology
and in administration . . . . to align organization and
environment successfully, management has to solve three
problems, and solve them continuously. They are
entrepreneurial, engineering and administrative problems.”
(Pugh & Hickson, 1996, p. 81). Four archetypes depict the
adaptation strategies employed by management:
Defenders: try to sustain a narrow market segment and adapt
cautiously in order to protect what they have.
Prospectors: find and exploit new opportunities. They “do the
right things” without caution, but can face risks of wasteful
actions.
Analyzers: these follow change, but do not initiate it, so are
somewhere in the middle between defenders and prospectors.
Reactors: these fail to achieve or hold an appropriate defending,
prospecting, or analyzing strategy, and so perform poorly.
Market-Matrix: this is a mixed strategies approach with mixed
structures within the organization.
*
Miscellaneous Other Stuff
Here are some additional items worth noting . . .
*

Decision-Making
*
The Learning OrganizationA learning organization is one that
actively creates, acquires, and transfers knowledge within itself,
and is able to modify its behavior to reflect new knowledge.
Key elements/activities of the learning organization may
include:
Creating and Acquiring Knowledge: observing the outside
environment, hiring new employee, and investing in training.
Transferring Knowledge: reducing barriers between employees
Modifying Behavior: new knowledge is used in order to further
the organization’s goals/objectives.
*
Bonus: Argyris’ and Schön on LearningArgyris and Schön
“defined learning as detection and correction of error, and
distinguished between ‘single-loop learning’ (detecting error
without questioning underlying policies) and ‘double-loop
learning’ which involves questioning and changing governing
conditions in order to achieve desired results” (Easterby-Smith,
Burgoyne & Araujo, 2006, p. 160).
Managers reckon the gap between their own espoused theory
and their theory-in-use, and also in the type of model to which
they ascribe in putting their theories to use.
Managing from Model I theory-in-use (single-loop): is

characterized by four behaviors that result in learning being
more conforming (not recommended).
Managing from Model II theory-in-use (double-loop): is
characterized by organizational learning and team with workers
for the best solutions
*
SOCW 04 week 7 discussion #3 professor question
USW1_SOCW_6090_WK07_Rosen.pdf
USW1_SOCW_6090_WK07_vanderKolk.pdf
answer.
click on the link to the Course Readings List, found in
the Course Materials section of your Syllabus.
Required Readings
1. Chapter 7, “Community and Health” (pp. 143–163)
1. Chapter 4, “Public Health and Social Work”
0. Section: “History of Public Health and Social Work” (pp. 65–
67)
0. Section: “Common Values” (pp. 70–75)
Coren, E., Iredale, W., Rutter, D., & Bywaters, P. (2011). The
contribution of social work and social interventions across the
life course to the reduction of health inequalities: A new agenda
for social work education? Social Work Education, 30(6), 594–
609.

Errickson, S. P., Alvarez, M., Forquera, R., Whitehead, T. L.,
Fleg, A., … Schoenbach, V. J. (2011). What will health-care
reform mean for minority health disparities? Public Health
Reports, 126(2), 170–175. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3056029/
Nguyen, D. D., Ho, K. H., & Williams, J. H. (2011). Social
determinants and health service use among racial and ethnic
minorities: Findings from a community sample. Social Work in
Health Care, 50(5), 390–405.
Robinson, L. M., Dauenhauer, J., Bishop, K. M., & Baxter, J.
(2012). Growing health disparities for persons who are aging
with intellectual and developmental disabilities: The social
work linchpin. Journal of Gerontological Social Work, 55(2),
175–190.
Optional Resources
Department of Health and Human Services. (n.d.). HHS action
plan to reduce racial and ethnic health disparities. A nation free
of disparities in health and health care. Retrieved from
http://minorityhealth.hhs.gov/npa/files/Plans/HHS/HHS_Plan_c
omplete.pdf
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Work #1 professor question
Hello, students, the following website has information about
healthcare disparities that you may find interesting. For
example, did you know that where you live determines your
health?
http://www.unnaturalcauses.org/
Dr. Harper
SOCW 90 week 7
answer.
click on the link to the Course Readings List, found in the
Course Materials section of your Syllabus.
Required Readings
6, 195–216.
databases.
American Psychiatric Publishing.
· “Trauma-and Stressor-Related Disorders” (pp. 265–290)
databases.

Rosen, G. M., Spitzer, R. L., & McHugh, P. R. (2008).
its future in DSM-V. The British Journal of Psychiatry, 192, 3–
4.
its future in DSM-V by Rosen, G.M., Spitzer, R.L., & McHugh,
P.R. in The British Journal of Psychiatry, 192/1. Copyright
2008 by the Royal Medico-Psychological Association.
Reprinted by permission of the Royal College of Psychiatrists
via the Copyright Clearance Center.
Van der Kolk, B. A. (2005). Developmental trauma disorder:
Towards a rational diagnosis for chronically traumatized
children. Retrieved from www. traumacenter.org
Van der Kolk, B.A. (2005). Developmental trauma disorder:
Towards a rational diagnosis for children with complex trauma
histories by Van der Kolk, B.A., in Psychiatric Annals, 35/5.
Copyright 2005 by Slack Incorporated. Reprinted by permission
of Slack Incorporated via the Copyright Clearance Center.
Work #2 Answer in APA format with 1 citations per paragraph
treat each answer as a separate work or file and each work or
file need separate references. At least 350 word each answer if
you can. Support your posts with specific references to the
Learning Resources given in this work. Be sure to provide full
APA citations for your references. Treat each work, file or
answer as a separate work and each work or answer needs
separate references.Be sure to support your postings and
responses with specific references to the resources and the
current literature given in the work using appropriate APA
format and style
Work #2 Responding at Multiple Levels
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Good evening!
When large scale disasters happen, social workers need to be
engaged at multiple levels to address the individual family,
community, and organizational infrastructure needs to deal with
the aftermath. How do you think social workers can use their
skills to make this type of response happen in the events you
described?
Thanks!
Dr. Ivery
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Work #3
Catherine this is my posted discussion for SOCW 04 week7
from which the professors is making the question on. NOT A
WORK READ ONLY so you can answer the professors
question.
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Traumatic Event
Post-traumatic stress disorder (PTSD) is an incapacitating
mental health disorder regularly connected with psychiatric
comorbidity and lessened life quality, and basically trails a
chronic, always lifelong, course. Provided the ubiquitous nature
of intimidating or disastrous trauma, PTSD is changing to be
more and more common (Agaibi, & Wilson, 2005). It might
impact 10% of women and men 5% of some phase. Relying upon
the nature and extent of the traumatic action, the commonness
rates of PTSD in fatalities have been stated to approach 100%.

The PTSD syndrome is an accumulation of various cognitive,
interactive, and physiological instabilities characterized by
three sign clusters, for example avoidance, intrusion, and
arousal. From the introduction of PTSD into the diagnostic
classificatory organizations in 1980, substantial research has
been done on the effectiveness of cognitive interactive therapy
(CBT) in its treatment. Presently, trauma-focused CBT is
suggested for PTSD by numerous treatment strategies and
proficient consensus panels. The determination of this appraisal
is to assess the scholarships of CBT for PTSD following
numerous types of trauma, and those connected to physical
sicknesses in adults, children, and teenagers.
Some psychological matters that require to be addressed
include; psychiatric illness and agony feedbacks. Experiencing
a disaster may lead to alterations in the health-associated
conducts and yield overall life variations (Agaibi, & Wilson,
2005). Substance application is one of the health-concerned
conduct mainly thought to raise in the aftermath of a disaster.
Cigarette smoking and alcohol application may raise persons
with PTSD after any type of traumatic event.
The greater trauma literature may start to aid direct prevention
and involvement efforts in reaction to terrorism events
(Pietrzak, Goldstein, Malley, Johnson, & Southwick, 2009).
Although, it might not be enough to depend on data gotten from
research on other sorts of traumatic events for the reason of
disasters, and mainly terrorism, differ in essential ways.
Continued research inspecting the psychological concerns from
a range of disaster and traumatic events will aid improve
interventions.
The effectiveness of this intervention as stated in the article is
that continued research inspecting the psychological concerns
from a range of disaster and traumatic events will aid improve
interventions (American Psychiatric Association, 2013). The
implications for social work in connection with traumatic events

is that, disaster proceedings, can also yield unique positive
consequences for the community. Since terrorism is normally
led to a population or subpopulation, there is often an important
growth of patriotism and vanity for the population following the
incident.
References
6, 195–216.
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Dr. Ivery,
This is part of my answer on the traumatic event.
Traumatic Event
In USA presently, it appears that we all have a touch of the
post-traumatic stress malady as shown by our increasingly
vitriolic political setting, where realism is repudiated and
dramatics run riot. Resentment, we are informed that the natural
response to trauma; in persons with PTSD, the anger is out of
regulation. (American Psychiatric Association, 2013). By that
measure, the millennial era has conveyed us 10 years of PTSD
politics having no end in exhale.
From the Tea Party madness, the unwillingness of Republicans

in Congress to vote for any piece of legislation drafted by
Democrats (Pietrzak, Goldstein, Malley, Johnson, & Southwick,
2009). The misuse of the filibuster in the Senate to all but
break the institution, and the outsized rage on the left toward
the Obama administration for simply behaving as politicians do,
our national politics have moved beyond the bounds of extreme
partisanship into the realm of mental illness.
This breaking of the countrywide psyche was certain to happen;
it's been periods in the making (Tsai, El-Gabalawy, Sledge,
Southwick, & Pietrzak, 2015). The American exceptionalism the
view we are in some way better and more blessed than any other
persons face the face of the earth by indent of our personal hard
work, inventiveness, distinctive goodness and greater
democracy was destined to fail as our country, like each other
before it, found itself trapped in the relentless wheels of
history.
Terror from the Skies
The American persons were actually traumatized by the actions
of September 11, year 2001, when four profitable aircraft were
seized by al Qaeda terrorists, effectively taking down the World
Trade Center in the City of New York (Tsai, El-Gabalawy,
Sledge, Southwick, & Pietrzak, 2015). The main symbol of
America’s control of the global economy and leaving a huge
hole in the Pentagon, the representation of America's soldierly
might. The fourth plane that collided in a Pennsylvania arena,
was actually headed for the U.S. Capitol construction, the sign
of America's typical democracy.
People exceeding 300 were raided in the attacks. In the city of
New York bodies fell from the sky as workforces in the Trade
Center towers leaped to their demises in order to escape the
flames. Any persons are exposed to such a formidable sight
would appropriately be traumatized. Some of the psychosocial
issues that needed to be addressed included treating people who
were suffering (Pietrzak, Goldstein, Malley, Johnson, &
Southwick, 2009). The effectiveness of the intervention enabled
several persons to move with life after the trauma. There were

several implications for social work in connection with
traumatic even in the USA. In the concentration of a
traumatized individual, the recreating of traumatic actions often
takes place in regular flashbacks, keeping alive the horror and
sense of helplessness instigated by the original occasion.
References
Tsai, J., El-Gabalawy, R., Sledge, W. H., Southwick, S. M., &
Pietrzak, R. H. (2015). Post-traumatic growth among veterans in
the USA: results from the National Health and Resilience in
Veterans Study. Psychological medicine, 45(1), 165-179.
Work #3 professors question
Hi Cheraldo,
Thank you for your overview of PTSD!
1.What is a specific traumatic event in and intervention focused
on PTSD were applied?

2.What were the outcomes of the intervention?
Dr. Ivery
Work #4
Discussion - Week 7
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Discussion: Evidence-Based Interventions Used in National
Traumatic Events
The DSM-5 task force added a section dedicated to trauma and
stress. With an increased exposure to traumatic events, more
individuals are exhibiting symptoms related to trauma exposure.
Experiencing any of these events can result in an individual’s
suffering from a trauma or stressor-related disorder.
For this Discussion, read the DSM-5 section on trauma and
stressor-related disorders, in particular the articles on PTSD by
Van der Kolk (2005) and Agaibi and Wilson (2005). Then
search the literature for a study related to a national traumatic
event and an evidence-based intervention used to treat those
suffering from trauma and stressor-related issues associated
with it.

Work #4 Evidence-Based Interventions Used in National
Traumatic Events
0. A brief description of the event, including a summary of how
it affected the individuals involved.
0. What are some psychosocial issues that needed to be
addressed following this event?
0. Identify an intervention that was implemented to address one
of the psychosocial issues.
0. Discuss the effectiveness of this intervention as stated in the
article.
0. What are some of the implications for social work in
connection with traumatic events?
Support your post with specific references to the resources. Be
sure to provide full APA citations for your references.
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d4fdca80-c93f-447
its future in DSM −V
Gerald M. Rosen, Robert L. Spitzer and Paul R. McHugh
BJP 2008, 192:3-4.
Access the most recent version at DOI:
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The British Journal of Psychiatry (2008)
192, 3–4. doi: 10.1192/bjp.bp.107.043083
Editorial
Problems with the post-traumatic stress
disorder diagnosis and its future in DSM–V
Gerald M. Rosen, Robert L. Spitzer and Paul R. McHugh
Summary
Significant issues challenge the diagnosis of post-traumatic
implications for clinical practice and for those who revise
stress disorder (PTSD). Yet, applications of the PTSD ‘model’
criteria in the DSM–V.
have been extended to an increasing array of events and
Declaration of interest human reactions across diverse cultures.
These issues have
None.
Gerald Rosen (pictured) is a Clinical Professor with the
Department of
Psychology at the University of Washington, and with the
Department of
Psychiatry and Behavioral Sciences at the University of
Washington School of
Medicine. Robert Spitzer is Professor of Psychiatry in the
Department of
Psychiatry at Columbia University. He led the development of
the American

Psychiatric Association’s Diagnostic and Statistical Manual, 3rd
edition
(DSM–III) and its revision (DSM–III–R). Paul McHugh is
presently University
Professor of Psychiatry at Johns Hopkins School of Medicine
and Professor in
the Department of Mental Health, Bloomberg School of Public
Health, Johns
Hopkins University. He was Psychiatrist-in-Chief at Johns
Hopkins Hospital,
1975–2001.
Post-traumatic stress disorder (PTSD) will undoubtedly be
revised
in DSM–V. When considering changes, committee members will
be faced with the fact that since its inception in 1980 little
about
PTSD has gone unchallenged. In this context, we focus on
several
core issues regarding the PTSD diagnosis.
Specific aetiology?
Unlike other diagnoses in the DSM that were agnostic to
aetiology,
PTSD was defined as a disorder that arose after a specific set of
traumatic stressors. Thus, the origins of the definition of PTSD
rest on the assumption of a specific aetiology (Criterion A).
This
assumption, already questionable,1 has been undermined by
reports that the disorder can develop after a variety of non-life-
threatening events (e.g. divorce, financial difficulties).2
Further,
recent studies have demonstrated the frequent occurrence of
PTSD symptoms among people with depression who had not
experienced Criterion A life stressors,3 and among people with

social phobias who respond to failed performance situations.4
Even when an individual encounters horrific, life-threatening
events (Criterion A), studies find that pre-incident vulnerability
factors (e.g. psychiatric history) and post-incident social
support
contribute more to post-trauma morbidity than does the magni-
tude of the presumed aetiological trauma.5 In short, Criterion A
events are neither necessary nor sufficient to produce PTSD. In-
stead, they appear to represent high-magnitude stressors that are
otherwise indistinct from the full range of stressors that can
have
an impact on an individual and create risk of psychiatric
morbid-
ity. Now set apart from the general field of stress studies, PTSD
might arguably be better returned to the fold.
Distinct syndrome?
In the absence of a specific aetiology, the rationale for
diagnosing
PTSD lies in the distinctiveness of the clinical syndrome. This
is
problematic when one considers that a combination of
symptoms
of major depression and specific phobia fully constitutes the
requisite criteria for diagnosing PTSD.6 This raises the concern
that PTSD, at least on some occasions, is simply an amalgam of
other disorders.
Consider, for example, the case of a boat captain whose fishing
vessel is lost at sea, resulting in the death of several crew.
Though
not physically injured, the captain starts feeling ‘on edge,’
suffers

from insomnia and begins to withdraw from usual activities.
Most
alien to the fisherman’s self-concept, he becomes anxious when
considering a return to his usual occupation. Consequently, he
turns down offers to work on other vessels, and he becomes
isolated from the fishing industry. Without income, this man
becomes increasingly anxious and depressed. Prior to the intro-
duction of PTSD in 1980, a psychiatrist would have conceptual-
ised this fisherman’s problems, first, as normal bereavement
over
lost friends who died in the incident, and second, as a phobic
dis-
order caused by the traumatic event. A third concern would
have
addressed the development of situational depression as a conse-
quence of adjustment issues and the fisherman’s inability to
return
to sea. Now, in our post-DSM–III era, we can ask whether the
introduction of PTSD has furthered our understanding of this
patient’s reactions to a life-threatening event.
Criterion creep
It might be expected that ‘traumatologists’ would be cautious in
diagnosing a person as having PTSD upon realising that it lacks
a specific aetiology and is possibly not a distinct syndrome.
Despite that, enthusiasm for the PTSD diagnosis has not been
tempered, and the PTSD ‘model’ has been extended worldwide
to encompass an increasing array of events and human reactions
across diverse cultures. Individuals no longer have to directly
experience or witness a traumatic event to be thought to develop
PTSD. Instead, based on the DSM–IV, the diagnosis can be pro-
vided to individuals who hear of misfortunes befalling others.
Peer-reviewed articles have even discussed the possibility of
developing PTSD from watching traumatic events on
television.7

It has been suggested that rude comments heard in the
workplace
can lead to PTSD because a victim might worry about future
boundary transgressions: the conceptual equivalent of pre-
traumatic stress disorder.8 New diagnostic categories modeled
on PTSD have been proposed, including prolonged duress stress
disorder, post-traumatic grief disorder, post-traumatic
relationship
syndrome, post-traumatic dental care anxiety, and post-
traumatic
abortion syndrome. Most recently, a new disorder appeared in
the professional literature to diagnose individuals impaired by
insulting or humiliating events – post-traumatic embitterment
disorder. Even expected and understandable reactions after
3
Rosen et al
extreme events, such as anxiety and anger, are now referred to
as
‘symptoms’. This expansion of the PTSD model, a phenomenon
referred to as ‘criterion creep’, highlights a critical shortcoming
of traumatology: the cross-cultural medicalisation of normal
human emotions.9 Labelling situation-based emotions and
upset-
ting thoughts as ‘symptoms’ is akin to saying that someone’s
cough in a smoky tavern is a symptom of respiratory disease.
Such
illogical leaps increasingly inform our cultural narratives when
we
discuss human reactions to stressful events, possibly giving rise
to

iatrogenic misapprehensions and contributing to chronicity.
Not only has the PTSD model been expanded, but patients
who present with psychiatric problems after traumatic events
increasingly receive the diagnosis. Perhaps in this time of
managed
care, physicians have come to believe that without a PTSD
diagnosis a patient’s reactions to traumatic stress will be denied
appropriate psychiatric attention, therapeutic intervention, and
proportional compensation. Pressure for a PTSD diagnosis also
may arise when patients are involved in personal injury claims.
Unlike depression or other psychiatric diagnoses that can be
caused by multiple stressors unrelated to a legal claim, a PTSD
diagnosis is incident-specific and clearly determines causation.
Unfortunately, what may be best for a lawsuit is not necessarily
best for the patient. By narrowing a physician’s analysis of
causation to a single event, a PTSD diagnosis may downplay or
even ignore crucial pathogenic features that are to be found in
the broader context of a patient’s personality, developmental
history, and situational context.10
Implications
In light of these research and clinical considerations,
psychiatrists
should consider alternative perspectives and the full context of
a
patient’s presentation when formulating their diagnosis. The
diag-
nosis of PTSD may be appropriate in some cases, but physicians
should not provide it reflexively in the aftermath of trauma. As
for the DSM–V, it is unclear how current problems can best be
resolved. In observing the issues that have followed PTSD since
1980, we are not dismissing the diagnosis, nor are we ignoring a
wealth of research findings spurred by the construct. Rather, we

are asserting that there are reasons for concern. Defining PTSD
criteria in DSM–V so that they reflect current findings, while
limiting the construct’s susceptibility to misuse, expansion and
reification, will be a difficult challenge.
Gerald M. Rosen, PhD, University of Washington, Seattle,
Washington, USA; Robert
L. Spitzer, MD, Columbia University, New York, USA; Paul R.
McHugh, MD, Johns
Hopkins University School of Medicine, Baltimore, Maryland,
USA
Correspondence: Gerald M. Rosen, 117 East Louisa Street,
PMB-229 Seattle
98102, Washington, USA. Email: [email protected]
First received 17 July 2007, final revision 24 August 2007,
accepted 7 September 2007
References
1 Breslau N, Davis GC. Posttraumatic stress disorder: the
stressor criterion.
J Nerv Ment Dis 1987; 175: 255–64.
2 Scott MJ, Stradling SG. Post-traumatic stress disorder
without the trauma.
Brit J Clin Psychol 1994; 33: 71–4.
3 Bodkin JA, Pope HG, Detke MJ, Hudson JI. Is PTSD
caused by traumatic
stress? J Anx Dis 2007; 21: 176–82.
4 Erwin BA, Heimberg RG, Marx BP, Franklin ME.
Traumatic and socially

stressful events among persons with social anxiety disorder. J
Anx Dis 2006;
20: 896–914.
5 Ozer EJ, Best SR, Lipsey TL, Weiss DS. Predictors of
posttraumatic stress
disorder and symptoms in adults: a meta-analysis. Psychol Bull
2003; 129:
52–73.
6 Spitzer RL, First, MB, Wakefield JC. Saving PTSD from
itself in DSM–V.
J Anx Dis 2007; 21: 233–41.
7 Simons D, Silveira WR. Post-traumatic stress disorder in
children after
television programmes. BMJ 1994; 308: 389–90.
8 Rosen GM. Traumatic events, criterion creep, and the
creation of
pretraumatic stress disorder. Sci Rev Ment Health Pract 2004;
3: 46–7.
9 Summerfield D. Cross-cultural Perspectives on the
Medicalization of Human
Suffering. In Posttraumatic Stress Disorder: Issues and
Controversies (ed GM
Rosen): 233–44. John Wiley & Sons, 2004.
10 McHugh PR, Treisman G. PTSD: A problematic

diagnostic construct. J Anx Dis
2007; 21: 211–22.
4
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