Human Services Values Resources

Human Services Values

Resources Discussion Participation Scoring Guide.

Reflect on the human services values described in this unit’s reading in An Introduction to Human Services, addressing the following: Which human services value is the most difficult for you to practice? Include an example of a situation that encompasses that value and why it would be difficult for you to use it. Which human services value is the most important to you and why? How might your understanding of the values that guide practice help you determine your future professional development needs?

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Case Study 1: Britney Spears

According to the text, a forensic mental health assessment refers to the practice of performing mental health evaluations to assist courts and attorneys, in the process of deciding certain matters of law applied to criminal or civil cases. In this case study, you will explore different types of forensic assessments and their application to a real world situation.  

Review the case study titled “Britney Spears” in Chapter 3, pages 60 and 61 of the text. 

Write a three to five (3-5) page paper in which you:

Determine whether or not you agree with the position that civil commitment violates Britney Spears’ civil liberties. Provide a rationale to support your position.

Explain the distinction between civil commitment and criminal commitment. Next, support or criticize the premise that civil commitment was the proper course of action in the case of Britney Spears.

Argue for or against the theory that a short term (i.e. 72 hour) commitment provides enough time for a doctor to make a reasonable determination about the scope of the mental health problems of a patient. Provide a rationale to support your response.

The court ordered forensic assessments regarding Britney Spears’ parenting capacity as well as her guardianship. Discuss the manner in which you believe these two (2) assessments served the purposes of protecting the patient, protecting her children, and protecting the public. Provide a rationale to support your response.

Use at least three (3) quality references. Note: Wikipedia and other related websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.

Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

Demonstrate basic knowledge of the different elements and aspects of forensic psychology.

Brief and debate historic cases associated with mental health and forensic psychology.

Distinguish between clinical, actuarial, and other prediction and evaluation methods used by forensic psychologists in legal cases.

Use technology and information resources to research issues related to forensic psychology.

Write clearly and concisely about topics related to forensic psychology using proper writing mechanics and technical style conventions.

Click here to view the grading rubric.

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Complete Entire Week 4

complete all attachments

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SOCW-6210-6351-Wk3

Discussion 1:

 

Social and Emotional Intelligence

What ideas or phrases come to mind when you hear the term intelligence? Prior to the current emphasis on emotional and social intelligence, individuals tended to associate intelligence with one measurement: intelligence quotient or the IQ. While the IQ focuses on intellectual abilities, emotional intelligence focuses on an individual’s awareness of his or her feelings and the feelings of others, and social intelligence focuses on an individual’s interpersonal skills (Zastrow & Kirst-Ashman, 2016, pp. 506-509).

 

To prepare for this Discussion, read “Working With People With Disabilities: The Case of Andres” on pages 28–31 in Social Work Case Studies: Foundation Year. Consider what you have learned about social and emotional intelligence in this week’s resources as well as what you learn about the person and environment as it relates to young and middle adulthood.

 

Post a Discussion that includes the following:

 

o   An explanation of how social and emotional intelligence are related to cultural factors

o   An explanation about how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres

o   An explanation of how social workers, in general, might apply social and emotional intelligence to social work practice. (Include a specific example in the explanation.)

 

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

 

References (use 2 or more)

 

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

 

 

 

 

 

Working With Clients With Disabilities: The Case of Andres

 

 

Andres is a 68-year-old male originally from Honduras. He is married and the father of two grown children: a daughter who is married with one child and a son who is unmarried. Andres lives with his wife in a brownstone in an upper-class urban neighborhood, and they are financially stable. He relies on Medicare for his health insurance. Andres is a retired child psychiatrist who completed medical school in Honduras and committed his career to working with Latino children and families in a major metropolitan area. Andres’ wife is a clinical psychologist who still maintains an active practice. Andres has a good relationship with his children, seeing them at least once a week for dinner, and his granddaughter is the light of his life.

Approximately 6 years ago, Andres was diagnosed with a rare brain tumor and Parkinson’s disease. Prior to his diagnosis, Andres was still on staff at a hospital, jogged daily, and had plans to travel with his wife. In a short time, Andres’ health deteriorated significantly. He now uses a cane and walker to ambulate. His speech is slow and soft. He requires assistance to get dressed and eat at times due to severe tremors and the loss of dexterity in his hands. Andres has fallen on multiple occasions and therefore cannot go out alone. He suffers from depression and anxiety and is currently on medication for these conditions. Andres spends a majority of time at home reading. He has lost contact with many of his friends and almost all of his professional colleagues.

Andres presented for treatment at an outpatient mental health setting. His daughter suggested it because she was concerned about her father’s worsening depression. Andres came into treatment stating his family thought he needed to talk to someone. He complied, but was unsure if treatment was really necessary. Andres agreed to weekly sessions and was escorted to each session by an aide who helped him at home.

While Andres had difficulty stating specific goals in the beginning, the focus of treatment became obvious to both of us early on, and we were able to agree to a treatment plan. Across multiple spheres of his life, Andres was struggling with accepting his illness and the resulting disabilities. In addition, he was extremely socially isolated despite the fact that he lived with his family and they were supportive of his medical needs. Finally, Andres’ role and identity had changed in his family and the world overall.

In a mere 6 years, Andres had lost his independence. He went from being a man who jogged every day to a man who could not carry a glass of water from one room to the next in his own home. Andres was trying valiantly to hold on to his independence. While his wife and his children were willing to provide any assistance he needed, Andres hated the idea of asking for help. As a result, he did things that compromised his balance, and he had several bad falls. In addition, Andres’ wife had assumed responsibility for all of the family’s affairs (i.e., financial, household, etc.), which had been Andres’ job before he got sick. Andres struggled as he saw his wife overwhelmed by all that she now had to take on. At the same time, he did not feel like he had the ability to reclaim any of what had been “taken” from him. Together, Andres and I identified the things he felt he was capable of doing independently and worked on how he could go about reclaiming some of the independence he had lost. We spoke about how he could communicate his needs, both for help and independence, to his family. We explored his resistance to asking for help. On many occasions Andres would say, “I was the one my children came to for help; now they have to help me. I can’t stand that.”

In addition to the struggles Andres faced in his everyday life, he also had to cope with the reality of his illness. Andres was well aware that his illness was degenerative, and with each change in his condition, this became a stronger reality. Andres frequently spoke of “a miracle cure.” He constantly researched new and experimental treatments in hopes that something new would be found. While I never attempted to strip Andres of his hope for a cure, we spent a considerable amount of effort getting Andres to accept his condition and work with what was possible now. For example, Andres had always been resistant to physical therapy (PT), but during our treatment, he began PT to work on maintaining his current balance rather than trying to cure his balance problems. Facing his illness meant facing his own mortality, and Andres knew his fate as much as he wanted to deny it. He often spoke of the things he would never experience, like his granddaughter graduating from high school and traveling through Europe with his wife.

Andres’ treatment lasted a little bit more than a year. He demonstrated significant improvement in his ability to communicate with his wife and children. Andres continued to struggle with asking for help, repeatedly putting himself in compromising situations and having several more falls. After the fact, he was able to evaluate his actions and see how he could have asked for limited assistance, but in the moment it was very difficult for him to take the active step of asking for help. Andres was also able to reconnect with an old friend who he had avoided as a result of his physical disabilities and feelings of inadequacy. We were forced to terminate when I left my position to relocate out of state.

 

 

_________________________________________________________

 

 

 

Discussion 2: The Impact of Social Policy

 

Social policies can have a significant impact on individuals and families, as well as the organizations and agencies that implement the policies. In some cases, the policy, as written, appears comprehensive and effective. Yet, despite appearances, the policy might fail to be effective as a result of improper implementation, interpretation, and/or application of the policy. As a social worker, how might you reduce the potential negative impact faulty social policies might have on organizations and agencies, as well as the populations you serve?

 

For this Discussion, review this week’s resources, including cases “Working with Immigrants and Refugees: The Case of Luisa” and “Social Work Policy: Benefit Administration and Provision.” Then, select either of the cases and consider how the social welfare policies presented in the case influenced the problems facing Luisa or Tessa. Finally, think about how policies affect social agencies and how social workers work with clients such as Tessa or Luisa.

 

·      Post an explanation of the effects of the social welfare policies presented in the case study you selected on Luisa or Tessa.

 

·      Be specific and reference the case study you selected in your post.

 

·      Finally, explain how policies affect social agencies and how social workers work with clients, such as Tessa or Luisa.

 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

 

 

References (use 2 or more)

 

Plummer, S.-B., Makris, S., & Brocksen, S. (Eds.). (2014). Social work case studies: Foundation year. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].

                                      

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.

 

 

Center on Budget and Policy Priorities. (2011). Policy basics: Introduction to the federal budget process. Retrieved from www.cbpp.org/files/3-7-03bud.pdf

 

 

Working With Immigrants and Refugees: The Case of Luisa

Luisa is a 36-year-old, married, Latino female who immigrated to the United States from Colombia. She speaks only Spanish, so a translator must be used for communication. She came to the United States on a visa, but remained beyond the allotted time. While in the United States, she met and married Hugo, who was in the country with documentation. Once Luisa married Hugo, she became pregnant with a daughter, who is now 3 years old.

Luisa has a 10-year-old son named Juan in Colombia. Luisa has always had the desire to reunite with Juan and bring him to the United States to live with her. After her marriage and status change, she began the process of sponsoring Juan. She has been advised that in order for sponsorship to be achieved, she cannot receive welfare benefits because she needs to prove that she can support herself and her child.

Luisa came to the local welfare agency after she and her daughter entered the domestic violence shelter. She reported that Hugo had a history of violence, which was exacerbated when he drank alcohol. Hugo had been drinking more frequently, and the episodes of violence had increased in severity. The domestic violence program requires all residents to apply for any available benefits in order to remain enrolled in their services.

In one particular episode, Hugo almost fractured her orbital bones. She had extensive facial bruising and blood pooled in one eye. Luisa is quite fearful of Hugo. She is also financially dependent on him. She is reluctant to apply for benefits because she fears that this will compromise her ability to sponsor her son in Colombia. She is tearful and tells me that she cannot sacrifice her son’s opportunity to come to the United States.

Luisa is socially isolated because she has no family in the United States, and Hugo has restricted her ability to socialize and establish friendships. However, she is a practicing Catholic and does belong to a church that offers bilingual services.

Luisa began to discuss returning to Hugo because she felt that this was her only viable option. I advised her that under the new federal changes in immigration laws she might be allowed to apply for benefits and still sponsor her son because she is experiencing domestic violence. I explained that we would need to speak to an immigration lawyer to verify this, but it could possibly be an alternative to returning to Hugo.

Luisa reported that she had given money to lawyers in the past who had been unhelpful. She was suspicious of the law’s ability to protect her. Hugo had also threatened to report her to the authorities, stating that he would tell them she only married him to remain in the country. Although this is not true, she feared that he would do this, and she would never see her daughter again.

I offered to speak with someone at the domestic violence program and advocate that they allow her some time to research her options. I told Luisa that these were difficult decisions to make and that she would be supported in her decision. I told her that she knew what was best for her family. I offered to research the options that she might have under this new federal program. I also asked for permission to contact the priest at her church so that she might be able to review her situation with a religious leader in the community. Luisa agreed.

Two weeks later, Luisa applied for services on behalf of her daughter and herself. She has decided not to return to Hugo.

 

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Week 4: Religion at work

WEEK 4: RELIGION AT WORK – ACCOMMODATE OR CONFLICT?

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What if one person’s right to practice religion conflicts with another person’s right to be free from the influence of religious practice? What are some practical rules that can be set regarding religious observations in the workplace? How can we accommodate religious practices that require certain time off, religious garb, or even facial hair?

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Psych 630 Individual Programmatic Assessment: Disorder Paper: Schizophrenia

Select a neurological, psychological, or neurodevelopmental disorder.

Write a 2,450- to 3,500-word paper comparing and contrasting three therapeutic interventions used to treat this disorder. Compare measures of effectiveness, such as validity, efficacy, symptom and behavior management, and recidivism. One therapy should be cognitive in nature, one should be pharmacological in nature, and the third should be an alternative therapeutic treatment.

Identify common symptoms associated with your disorder and rates of symptom reduction or management as reported with the three treatments. Based on your research, what would be your approach to treating the condition? Identify which treatments you would use. Explain why.

Analyze the neurophysiological underpinnings of diseases and disorders.
Examine contemporary attitudes toward the three treatments you selected.
Format your paper consistent with APA guidelines.
Include 7 to 10 peer-reviewed sources.

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Week 10 Assignment

  

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Sue, D. W., & Sue, D. (2016). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 05/05/18 at 5pm. You can chose option A or option B but please support your paper with several references including the book.

Application Assignment: Virtual Field ExperienceTM

Option A:

This Virtual Field Experience TM (VFE®) Assignment is designed to promote your understanding of the use of affirmative therapy with a client who is questioning her sexual orientation. You observe a simulated counseling session and then listen to a professional dialogue about what took place; this is considered a reflected practice and explains some of the reasoning behind the counselor’s actions. The VFE® also demonstrates the power of reflective practice, or the power of reflecting on what one says and does during a counseling session.

For this Assignment, read the Pachankis article on affirmative therapy. Review the APA guidelines for working with lesbian, gay, bisexual, transgender, and questioning (LGBTQ) clients in counseling. Then, review the VFE® course media Affirmative Therapy. Take detailed notes on the competencies outlined in the APA guidelines.

The Assignment:

In a 3- to 4-page paper, write a summary of the VFE® session, noting the competencies and practices that were effectively demonstrated by the counselor. Use the Learning Resources, APA guidelines, and the Pachankis article on affirmative therapy to support your summation. Include the following:

· Explain how the counselor effectively applied at least three competencies outlined in the APA guidelines and the article. Provide examples.

· With regard to each competency you selected, share insights that you gained about the application of this competency from the dialogue between the two counselors (in other words, that you did not gain from observation of the session alone).

· Explain how the counselor demonstrated effective cultural competency, providing examples to support your response.

· Based on your current level of knowledge and skill, suggest one recommendation you might make to the counselor to improve his or her effectiveness.

Support your Application Assignment with specific references to all resources used in its preparation.

-OR-

Option B:

This Virtual Field Experience TM Assignment is designed to promote your understanding of the use of cognitive-behavioral therapy with an ethnic minority client who is experiencing marital distress. You observe a simulated counseling session and then listen in on a professional dialogue about what took place during the session and some of the reasoning behind the counselor’s actions. The VFE® also demonstrates the power of reflective practice, or the power of reflecting on what one says and does during a counseling session.

For this Assignment, read Hays’s article on cognitive-behavior therapy. Then review the AMCD Multicultural Counseling Competencies. Finally, review the VFE® course media Adaptation of CBT. Look for and make notes of examples from the guidelines and the article that are illustrated or depicted during the session.

The Assignment:

In a 3- to 4-page paper, write a summary of the VFE® session, noting the competencies and practices that were effectively demonstrated by the counselor. Include the following:

· Explain how the counselor effectively applied at least three competencies outlined in the AMCD guidelines and article. Provide examples.

· With regard to each competency you selected, share insights that you gained about the application of this competency from the dialogue between the two counselors (in other words, that you did not gain from observation of the session alone).

· Explain how the counselor demonstrated effective cultural competency, providing examples to support your response.

· Based on your current level of knowledge and skill, suggest one recommendation you might make to the counselor to improve his or her effectiveness.

Required Resources

Readings

· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

o Chapter 8, “Communication Styles and Its Impact on Counseling and Psychotherapy” (pp. 251-282)

o Chapter 9, “Multicultural Evidenced-Based Practice” (pp. 283-319)

· Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed.). Washington, DC: American Psychological Association.

o Chapter 10, “Culturally Responsive Therapy: An Integrative Approach” (pp. 227-255)

o Chapter 12, “Pulling It All Together: A Complex Case Example” (pp. 283-298)

· Pachankis, J. E. (2004, Fall). Clinical issues in working with lesbian, gay, and bisexual clients. Psychotherapy: Theory, Research, Practice, Training, 41(3), 227–246.
Retrieved from the Walden Library databases.

· Hays, P. A. (1995). Multicultural applications of cognitive-behavior therapy. Professional Psychology: Research and Practice, 26(3), 309–315.
Retrieved from the Walden Library databases.

· AMCD multicultural counseling competences. (1996). Retrieved from http://www.counseling.org/Resources/Competencies/Multcultural_Competencies.pdf

· American Psychological Association. (n.d.). Practice guidelines for LBG clients. Retrieved December 5, 2012, from http://www.apa.org/pi/lgbt/resources/guidelines.aspx

Media

Please review the Application Assignment for this week before you view this course media. Your choice of Assignment will guide and focus your viewing and suggested note taking.

Option A:

· Laureate Education, Inc. (Executive Producer). (2012i). Virtual Field ExperienceTM: Affirmative therapy. Baltimore, MD: Author.
 

Note: The approximate length of this media piece is 42 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Option B:

· Laureate Education, Inc. (Executive Producer). (2012h). Virtual Field ExperienceTM: Adaptation of CBT. Baltimore, MD: Author.
 

Note: The approximate length of this media piece is 38 minutes.

Accessible player 

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discussion

learning disabilities

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SOCW 6311 & 6070 Wk 8 Discussions

  

Discussion 1: Planning a Needs Assessment

Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice.

To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan.

· Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.

· Identify the sources of information that you might use when conducting a needs assessment, including potential informants. 

· Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information.

References (use 2 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· (For review) Chapter 6, “Needs Assessment” (pp. 107–142)

· Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)

Document: Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)

Discussion 2: Remaining Compassionate and Professional

As a social worker, you interact with individuals who are at various stages of change in their lives. This may become frustrating for you when clients are struggling to achieve their goals. Thus, it is important for you to develop strategies to process your experiences so that you can maintain your compassion and professionalism. As you consider the strategies you have developed to address these issues, also consider how you might help other social workers to develop such strategies. Perhaps you consulted with your supervisors when you had difficulty processing your emotions in particular situations. As you consider assuming a supervisory role, how might you apply your learning from those experiences to helping those whom you supervise?

For this Discussion, review the Levy case study in this week’s video. Consider how you, as a social worker, might address the challenge of remaining engaged with a client while not letting your emotions affect the interaction. Also, consider how you, as a supervisor, might discuss this topic with a social worker whom you supervise.

· Post a strategy that you, as the social work supervisor in the Levy case study video, might use to debrief the social worker after the session described in the video.

References (use 3 or more)

Kadushin, G., Berger, C., Gilbert, C., & de St. Aubin, M. (2009). Models and methods in hospital social work supervision. Clinical Supervisor, 28(2), 180–199.

McTighe, J. (2011). Teaching the use of self through the process of clinical supervision. Clinical Social Work Journal, 39(3), 301–307.

National Association of Social Workers. (2013). Best practice standards in social work supervision. Association of Social Work Boards. Retrieved from http://www.socialworkers.org/practice/naswstandards/supervisionstandards2013.pdf

Laureate Education (Producer). (2014c). Sessions: Levy (Episode 5 of 42) [Video file]. Retrieved from https://class.waldenu.edu

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Psychology 5

05Discussion Prompt: ConformityA major area of study in Social Psychology is the issue of conformity. Below you will find two video links. The first is from some classic Candid Camera footage. The other is a demonstration of Solomon Asch’s study, but done in a modern setting. In your discussion center, I would like you to address two thoughts. 1) Why does conformity happen, even when we know what is happening is not right; 2) Is conformity always bad (give specific examples)?https://youtu.be/FBa89XhxcTsA major area of study in Social Psychology is the issue of conformity. Below you will find two video links. The first is from some classic Candid Camera footage. The other is a demonstration of Solomon Asch’s study, but done in a modern setting. In your discussion center, I would like you to address two thoughts. 1) Why does conformity happen, even when we know what is happening is not right; 2) Is conformity always bad (give specific examples)?

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