Particular mental health problem<\/p>\n
This assignment is a library research paper in which you will examine a particular<\/p>\n
mental health problem, or vulnerable population with whom you work. Examine<\/p>\n
intervention strategies you have employed for the mental health problem including<\/p>\n
referral issues, engagement, bio-psycho-social assessment (mind-brain-body<\/p>\n
involvement) and diagnosis, contracting, core\/middle phase (including the use of<\/p>\n
relationship and expressions of resistance), termination, aftercare, and evaluation<\/p>\n
of practice, using one or two practice theories which we cover in class. Homework help – Discuss<\/p>\n
your role as a social work clinician and how this role may differ from other<\/p>\n
service providers, including responsibility of leadership. Include issues of the<\/p>\n
working alliance, transference and countertransference as they may apply to<\/p>\n
treatment. Be sure to include material throughout the phases of treatment on<\/p>\n
diversity, ethics and values, and issues of social justice. Be sure to use APA<\/p>\n
citation style including, the use of subheadings, introductions, conclusions, etc.<\/p>\n
(15-20 pages, 12 pt. Times Roman, APA style). Case material may be inserted for<\/p>\n
illustrative purposes.<\/p>\n
GUIDELINES FOR THE LIBRARY RESEARCH PAPER
\nDo not simply repeat a manualized treatment (e.g. CBT for veterans). If you choose<\/p>\n
CBT you MUST include another treatment approach to pair with it. Do not choose a<\/p>\n
first year practice approach or one that we have not covered in this class. Use an<\/p>\n
approach suitable for work with adult individuals and their support systems, not<\/p>\n
families, or groups. Short use of case material is integrated throughout so please<\/p>\n
pick a mental health problem which one of your clients as exhibited. Use phases of<\/p>\n
treatment as your subheadings. Proof read your paper. Do not over rely on one or<\/p>\n
two citations. Do not use first year texts. Do not over rely on classroom texts. Do<\/p>\n
not use narrative from progress reporting e.g. \u201cClient states that\u2026\u201dThis is an<\/p>\n
academic paper which should comply with the APA style manual. Use current<\/p>\n
citations.<\/p>\n
1.\u00a0\u00a0 \u00a0Select a disorder or special population. [\u00a0 ] A mental disorder present in<\/p>\n
a case you are holding is preferred so you can use examples of interventions<\/p>\n
throughout.<\/p>\n
2.\u00a0\u00a0 \u00a0Select an intervention strategy covered in class. Taking the practice<\/p>\n
method selected discover how that method is employed throughout all phases of<\/p>\n
intervention. If there is no literature on the phase of treatment (such as<\/p>\n
referral), please use other sources of information. Cover all phases including:<\/p>\n
Issues in referral for this particular type of population. How does the client come<\/p>\n
into the system Is there typically a history with other systems of care In what<\/p>\n
segment (s) of the continuum of care are you most likely to be working and why<\/p>\n
What might influence client use of mental health care[ ] obj. 5<\/p>\n
Methods of engagement given the problem area. (e.g. What issues are involved in<\/p>\n
engaging a client who has anorexia and what must you do to establish rapport and<\/p>\n
empathy HOW will you engage given these issues\u00a0 Why are these practice aspects<\/p>\n
important given the case and problem area Homework help – Discuss engaging diverse groups of<\/p>\n
clients-what must you do differently with those from different cultural groups.) [<\/p>\n
]<\/p>\n
Homework help – Discuss what is included in the assessment framework using the practice<\/p>\n
model chosen Issues in culture and diversity must be a part of this section.<\/p>\n
Remember that your assessment should be based on the practice intervention<\/p>\n
selected, not just DSM diagnosis.\u00a0 If you are using CBT, HOW would CBT or IPT<\/p>\n
assess this case Please use some analysis of case material rather than simply<\/p>\n
reporting. Why might someone have certain dynamics going on, certain<\/p>\n
symptomatology, etc.<\/p>\n
1.\u00a0\u00a0 \u00a0Include a short biopsychosocial assessment and analysis of what factors<\/p>\n
influenced symptoms presentation.<\/p>\n
2.\u00a0\u00a0 \u00a0What neurobiological issues come out in the assessment and how do you know<\/p>\n
they are present<\/p>\n
3.\u00a0\u00a0 \u00a0Present DSM diagnosis(es)<\/p>\n
4.\u00a0\u00a0 \u00a0What methods of assessment can be employed using a valid & reliable<\/p>\n
measure (Consult material in the DSM 5 on assessment instruments. [ ]<\/p>\n
5.\u00a0\u00a0 \u00a0Integrate relevant cultural factors of the case and use citations to<\/p>\n
support your assessment. Note that Caucasians are not one group, Latinos are not<\/p>\n
one group, etc. [ ]
\n6.\u00a0\u00a0 \u00a0What is the treatment plan and what are the treatment goals Remember to<\/p>\n
consult information tied to the intervention you are using [\u00a0 ]<\/p>\n
7.\u00a0\u00a0 \u00a0Homework help – Discuss issues in the worker client relationship: your own feelings,<\/p>\n
transference & countertransference, values & experiences that may affect motivation<\/p>\n
or resistance in you and the client system in treatment. Why are these issues<\/p>\n
present What will you do differently given these issues How will you do it[ ]<\/p>\n
obj. 3<\/p>\n
8.\u00a0\u00a0 \u00a0What contracting issues must be set up given this problem and in this<\/p>\n
practice model Why is the contract necessary [\u00a0 ]<\/p>\n
Homework help – Discuss methods of intervention in the middle phase of treatment. How is<\/p>\n
culturally competent treatment used in this phase Your intervention in the middle<\/p>\n
phase should derive from your assessment issues. Tell me why you doing what you are<\/p>\n
doing. Go beyond telling what interventions you will use. How will you institute<\/p>\n
these interventions The middle phase should represent the bulk of your paper and<\/p>\n
should be detailed, i.e. several kinds of interventions not just a couple. [\u00a0 ]<\/p>\n
1.\u00a0\u00a0 \u00a0How will you engage and attend to issues in body, mind, and brain [\u00a0 ]<\/p>\n
2.\u00a0\u00a0 \u00a0How is termination performed with this model and how do you know it is time<\/p>\n
for termination What are the issues & plan [\u00a0 ]<\/p>\n
3.\u00a0\u00a0 \u00a0Homework help – Discuss evaluation strategies in the practice model. . Evaluation should<\/p>\n
follow the same practice intervention as in the assessment. Remember to include a<\/p>\n
valid\u00a0\u00a0\u00a0 and reliable assessment measure as a part of your evaluation. [\u00a0 ]<\/p>\n
4.\u00a0\u00a0 \u00a0Homework help – Discuss methods of follow-up in the practice model. Why might follow-up be<\/p>\n
important<\/p>\n
5.\u00a0\u00a0 \u00a0You may use one or more than one practice models but you must tell me why<\/p>\n
you are doing so.<\/p>\n
6.\u00a0\u00a0 \u00a0Please comment on social justice issues as they impact problem presentation<\/p>\n
and treatment [ ]. obj. 1<\/p>\n
7.\u00a0\u00a0 \u00a0Homework help – Discuss your role and identity as a clinical social worker; what makes your<\/p>\n
domain different from other professionals What leadership responsibilities do you<\/p>\n
have in team activities [ ]. obj. 6<\/p>\n
8.\u00a0\u00a0 \u00a0What ethical issues are involved in working with this group What social<\/p>\n
work values intersect with these ethical issues [\u00a0 ] obj. 7<\/p>\n
Caveats
\nDo not present case material with no explanation of your practice model<\/p>\n
assessment or theoretically-based intervention strategies. This assignment is not<\/p>\n
simply a case study. You may use a case or cases as illustrative material of how to<\/p>\n
apply the interventions.
\nUse APA style. APA style includes the use of headings and subheadings.<\/p>\n
Remember to start with an introduction and end with a conclusion. Do not use<\/p>\n
lengthy citations; rather, paraphrase material to make your point. When you quote<\/p>\n
directly, you must include pagination and attribution. Do not simply link quotes<\/p>\n
together with some narrative. If you are unclear about APA style, please consult<\/p>\n
the manual or see me. Use Times Roman 12 point. [\u00a0 ] obj. 1
\nUse a variety of citations. Do not rely solely on one or two texts, and<\/p>\n
not introductory texts such as Hepworth & Larsen, or solely classroom readings. Do<\/p>\n
a search for citations including refereed journal articles [\u00a0\u00a0 ].<\/p>\n
I.\u00a0\u00a0 \u00a0COURSE OBJECTIVES
\nThe Clinical Practice in Mental Health Settings course (SOWK 645) will:
\nObjective #\u00a0\u00a0 \u00a0Objectives
\n1\u00a0\u00a0 \u00a0Help students use their knowledge of explanatory theories of human behavior<\/p>\n
to enhance clinical skill in accurate assessment of mental health clients coping<\/p>\n
with their often complex social situations, particularly in multicultural, urban<\/p>\n
environments such as Los Angeles, including: a) Psychosocial implications of mental<\/p>\n
illness, or handicapping mental or emotional conditions on clients and their<\/p>\n
support systems, b) Psychosocial development and personality functioning of the<\/p>\n
client & support systems, c) Client use of mental health care, reasons why and why<\/p>\n
not, d) Influence of race, ethnicity, social class, gender, age, and religion on<\/p>\n
individuals and their support systems, and e) Familiarity with social work values<\/p>\n
and ethics pertaining to the use and misuse of the DSM 5 diagnostic entities,<\/p>\n
particularly with reference to issues of culture, gender, class, race, age,<\/p>\n
religion, and physical ability.
\n2\u00a0\u00a0 \u00a0Increase students\u2019 understanding of the use of the worker\/client<\/p>\n
relationship and the working alliance with individuals and their support systems<\/p>\n
from a variety of cultures, classes, race, and ages. Help students to understand<\/p>\n
their own feelings, values, experiences, and culture as these enhance or detract<\/p>\n
from a helping relationships with clients, staff colleagues, and others. Also help<\/p>\n
students understand the feelings, values, experiences, and culture, of the<\/p>\n
individual client, and their significant others as these influence positive<\/p>\n
motivation or resistance in the treatment relationship.
\n3\u00a0\u00a0 \u00a0 Facilitate students\u2019 ability to apply various practice theories (building<\/p>\n
on first year content) toward developing competence in intervening in beginning,<\/p>\n
middle, and ending phases of treatment. Share knowledge of interventions that have<\/p>\n
been supported by research as being effective with mental health problems. Write my Essay Online Writing Service with Professional Essay Writers – Explain<\/p>\n
the strengths and limitations of empirically supported interventions in working<\/p>\n
with culturally diverse groups of people with mental health problems. Demonstrate<\/p>\n
the process of evidence based practice and its application to mental health<\/p>\n
populations.
\n4\u00a0\u00a0 \u00a0 Promote students\u2019 development of competence in practice skills (informed<\/p>\n
by research findings) across the continuum of care for work with those presenting<\/p>\n
common mental health problems evidenced in clients living in multicultural, and<\/p>\n
complex, urban environments, and particularly Los Angeles. Increase students\u2019<\/p>\n
understanding of practice in urban, multicultural mental health settings, and the<\/p>\n
leadership role of the social worker in cooperative, and team activities.
\n5\u00a0\u00a0 \u00a0Help students demonstrate their identity as social workers, with clarity<\/p>\n
about the social work domain, values, ethics, clinical privileges, and<\/p>\n
responsibilities. Promote leadership skills by increasing students\u2019 ability to<\/p>\n
identify and take a position on philosophical and ethical dilemmas and legal issues<\/p>\n
confronting self, client groups, and staff in the mental health care system.
\nII.\u00a0\u00a0 \u00a0STUDENT LEARNING OUTCOMES
\nStudent learning for this course relates to one or more of the following ten social<\/p>\n
work core competencies:
\nSocial Work Core Competencies\u00a0\u00a0 \u00a0SOWK 645\u00a0\u00a0 \u00a0Course Objective
\n1\u00a0\u00a0 \u00a0Professional Identity\u00a0\u00a0 \u00a0*\u00a0\u00a0 \u00a05
\n2\u00a0\u00a0 \u00a0Ethical Practice\u00a0\u00a0 \u00a0*\u00a0\u00a0 \u00a05
\n3\u00a0\u00a0 \u00a0Critical Thinking\u00a0\u00a0 \u00a0*\u00a0\u00a0 \u00a02 & 3
\n4\u00a0\u00a0 \u00a0Diversity in Practice\u00a0\u00a0 \u00a0*\u00a0\u00a0 \u00a01-3
\n5\u00a0\u00a0 \u00a0Human Rights & Justice
\n6\u00a0\u00a0 \u00a0Research Based Practice\u00a0\u00a0 \u00a0*\u00a0\u00a0 \u00a01-4
\n7\u00a0\u00a0 \u00a0Human Behavior\u00a0\u00a0 \u00a0*\u00a0\u00a0 \u00a01
\n8\u00a0\u00a0 \u00a0Policy Practice
\n9\u00a0\u00a0 \u00a0Practice Contexts\u00a0\u00a0 \u00a0*\u00a0\u00a0 \u00a01-5
\n10\u00a0\u00a0 \u00a0Engage, Assess, Intervene, Evaluate\u00a0\u00a0 \u00a0*\u00a0\u00a0 \u00a01-5
\n* Highlighted in this course
\nThe following table explains the highlighted competencies for this course, the<\/p>\n
related student learning outcomes, and the method of assessment.
\nCompetencies\/ Knowledge, Values, Skills \u00a0\u00a0 \u00a0Student Learning Outcomes
\nMethod of Assessment
\nProfessional IdentityIdentify as a professional social worker and conduct oneself<\/p>\n
accordingly.
\nSocial workers competent in Professional Identity:
\n\u00a0\u00a0 \u00a0Serve as representatives of the profession, its mission, and its core<\/p>\n
values.
\n\u00a0\u00a0 \u00a0Know the profession\u2019s history.
\n\u00a0\u00a0 \u00a0Commit themselves to the profession\u2019s enhancement and to their own<\/p>\n
professional conduct and growth.\u00a0\u00a0 \u00a01.\u00a0\u00a0 \u00a0Advocate for client access to the<\/p>\n
services of social work.\u00a0\u00a0 \u00a0Midterm Assignment
\n2.\u00a0\u00a0 \u00a0Practice personal reflection and self-correction to ensure<\/p>\n
continual professional development.\u00a0\u00a0 \u00a0Final Paper
\nClass Homework help – Discussion, Exercises & Reading Cards
\n3.\u00a0\u00a0 \u00a0Attend to professional roles and boundaries.
\n4.\u00a0\u00a0 \u00a0Demonstrate professional demeanor in behavior, appearance, and<\/p>\n
communication.
\n5.\u00a0\u00a0 \u00a0Engage in career-long learning.\u00a0\u00a0 \u00a0Class Homework help – Discussion
\n6.\u00a0\u00a0 \u00a0Use supervision and consultation.\u00a0\u00a0 \u00a0Final Paper
\nClass Homework help – Discussion, Exercises<\/p>\n
Ethical PracticeApply social work ethical principles to guide professional<\/p>\n
practice.
\nSocial workers competent in Ethical Practice:
\n\u00a0\u00a0 \u00a0Fulfill their obligation to conduct themselves ethically and to engage in<\/p>\n
ethical decision-making.
\n\u00a0\u00a0 \u00a0Are knowledgeable about the value base of the profession, its ethical<\/p>\n
standards, and relevant law. \u00a0\u00a0 \u00a07.\u00a0\u00a0 \u00a0Recognize and manage personal values in a<\/p>\n
way that allows professional values to guide practice. \u00a0\u00a0 \u00a0Midterm Paper
\nFinal Paper
\nClass Homework help – Discussion & Reading Cards
\n8.\u00a0\u00a0 \u00a0Make ethical decisions by applying standards of the National<\/p>\n
Association of Social Workers Code of Ethics.
\n9.\u00a0\u00a0 \u00a0Tolerate ambiguity in resolving ethical conflicts.\u00a0\u00a0 \u00a0Class<\/p>\n
Homework help – Discussion, Exercises, Reading Cards
\n10.\u00a0\u00a0 \u00a0Apply strategies of ethical reasoning to arrive at principled<\/p>\n
decisions. \u00a0\u00a0 \u00a0Midterm Paper
\nFinal Paper
\nClass Homework help – Discussion, Exercises<\/p>\n
Critical ThinkingApply critical thinking to inform and communicate professional<\/p>\n
judgments.
\nSocial workers competent in Critical Thinking:
\n\u00a0\u00a0 \u00a0Are knowledgeable about the principles of logic, scientific inquiry, and<\/p>\n
reasoned discernment.
\n\u00a0\u00a0 \u00a0Use critical thinking augmented by creativity and curiosity.
\n\u00a0\u00a0 \u00a0Understand that critical thinking also requires the synthesis and<\/p>\n
communication of relevant information. \u00a0\u00a0 \u00a011.\u00a0\u00a0 \u00a0Distinguish, appraise, and<\/p>\n
integrate multiple sources of knowledge, including research-based knowledge, and<\/p>\n
practice wisdom.\u00a0\u00a0 \u00a0Midterm Paper
\nFinal Paper
\nClass Homework help – Discussion, Reading Cards, Exercises
\n12.\u00a0\u00a0 \u00a0Analyze models of assessment, prevention, intervention, and<\/p>\n
evaluation.
\n13.\u00a0\u00a0 \u00a0Demonstrate effective oral and written communication in working<\/p>\n
with individuals, families, groups, organizations, communities, and colleagues.<\/p>\n
Diversity in PracticeEngage diversity and difference in practice.
\nSocial workers competent in Diversity in Practice:
\n\u00a0\u00a0 \u00a0Understand how diversity characterizes and shapes the human experience and<\/p>\n
is critical to the formation of identity.
\n\u00a0\u00a0 \u00a0Recognize that the dimensions of diversity reflect intersectionality of<\/p>\n
multiple factors including age, class, color, culture, disability, ethnicity,<\/p>\n
gender, gender identity and expression, immigration status, political ideology,<\/p>\n
race, religion, sex, and sexual orientation.
\n\u00a0\u00a0 \u00a0Appreciate that, as a consequence of difference, a person\u2019s life<\/p>\n
experiences may include oppression, poverty, marginalization, and alienation as<\/p>\n
well as privilege, power, and acclaim. \u00a0\u00a0 \u00a014.\u00a0\u00a0 \u00a0Recognize the extent to which a<\/p>\n
culture\u2019s structures and values may oppress, marginalize, alienate, or create or<\/p>\n
enhance privilege and power.\u00a0\u00a0 \u00a0Midterm Paper
\nFinal Paper,
\nClass Homework help – Discussion, Exercises, Reading Cards
\n15.\u00a0\u00a0 \u00a0Gain sufficient self-awareness to eliminate the influence of<\/p>\n
personal biases and values in working with diverse groups.
\n16.\u00a0\u00a0 \u00a0Recognize and communicate understanding of the importance of<\/p>\n
difference in shaping life experiences.
\n17.\u00a0\u00a0 \u00a0View themselves as learners and engage those with whom they work as<\/p>\n
informants.\u00a0\u00a0 \u00a0Class Homework help – Discussion, Exercises<\/p>\n
Research Based PracticeEngage in research-informed practice and practice-informed<\/p>\n
research.
\nSocial workers competent in Research Based Practice:
\n\u00a0\u00a0 \u00a0Use practice experience to inform research, employ evidence-based<\/p>\n
interventions, evaluate their own practice, and use research findings to improve<\/p>\n
practice, policy, and social service delivery.
\n\u00a0\u00a0 \u00a0Comprehend quantitative and qualitative research and understand scientific<\/p>\n
and ethical approaches to building knowledge. \u00a0\u00a0 \u00a018.\u00a0\u00a0 \u00a0Use practice experience to<\/p>\n
inform scientific inquiry. \u00a0\u00a0 \u00a0Midterm and Final Assignment, Lecture, Class<\/p>\n
Homework help – Discussion, Exercises
\n19.\u00a0\u00a0 \u00a0Use research evidence to inform practice.\u00a0\u00a0 \u00a0Class Homework help – Discussion,<\/p>\n
Lecture, Final Assignment, Exercises In Class, Reading Cards, Midterm Assignment<\/p>\n
Human BehaviorApply knowledge of human behavior and the social environment.
\nSocial workers competent in Human Behavior:
\n\u00a0\u00a0 \u00a0Are knowledgeable about human behavior across the life course; the range of<\/p>\n
social systems in which people live; and the ways social systems promote or deter<\/p>\n
people in maintaining or achieving health and well-being.
\n\u00a0\u00a0 \u00a0Apply theories and knowledge from the liberal arts to understand<\/p>\n
biological, social, cultural, psychological, and spiritual development. \u00a0\u00a0 \u00a020.<\/p>\n
Utilize conceptual frameworks to guide the processes of assessment, intervention,<\/p>\n
and evaluation.\u00a0\u00a0 \u00a0Midterm, Final, Exercises, Class Homework help – Discussion, Reading Cards
\n21.\u00a0\u00a0 \u00a0Critique and apply knowledge to understand person and environment.<\/p>\n
Practice ContextsRespond to contexts that shape practice.
\nSocial workers competent in Practice Contexts:
\n\u00a0\u00a0 \u00a0Are informed, resourceful, and proactive in responding to evolving<\/p>\n
organizational, community, and societal contexts at all levels of practice.
\n\u00a0\u00a0 \u00a0Recognize that the context of practice is dynamic, and use knowledge and<\/p>\n
skill to respond proactively. \u00a0\u00a0 \u00a022.\u00a0\u00a0 \u00a0Continuously discover, appraise, and attend<\/p>\n
to changing locales, populations, scientific and technological developments, and<\/p>\n
emerging societal trends to provide relevant services.\u00a0\u00a0 \u00a0Midterm, Final, Exercises,<\/p>\n
Class Homework help – Discussion, Reading Cards
\n23.\u00a0\u00a0 \u00a0Provide leadership in promoting sustainable changes in service<\/p>\n
delivery and practice to improve the quality of social services.\u00a0\u00a0 \u00a0Class<\/p>\n
Homework help – Discussion, Reading Cards, Exercises<\/p>\n
Engage, Assess, Intervene, EvaluateEngage, assess, intervene, and evaluate with<\/p>\n
individuals, families, groups, organizations and communities.
\nSocial workers competent in the dynamic and interactive processes of Engagement,<\/p>\n
Assessment, Intervention, and Evaluation apply the following knowledge and skills<\/p>\n
to practice with individuals, families, groups, organizations, and communities.
\n\u00a0\u00a0 \u00a0Identifying, analyzing, and implementing evidence-based interventions<\/p>\n
designed to achieve client goals
\n\u00a0\u00a0 \u00a0Using research and technological advances
\n\u00a0\u00a0 \u00a0Evaluating program outcomes and practice effectiveness
\n\u00a0\u00a0 \u00a0Developing, analyzing, advocating, and providing leadership for policies<\/p>\n
and services
\n\u00a0\u00a0 \u00a0Promoting social and economic justice \u00a0\u00a0 \u00a024.\u00a0\u00a0 \u00a0Engagement:
\nSubstantively and affectively prepare for action with individuals and their support<\/p>\n
systems in mental health settings.
\nUse empathy and other interpersonal skills.
\nDevelop a mutually agreed-on focus of work and desired outcomes.\u00a0\u00a0 \u00a0Class<\/p>\n
Homework help – Discussion, Midterm, Final Assignment, Exercises, Reading Cards, Lectures
\n25.\u00a0\u00a0 \u00a0Assessment:
\nCollect, organize, and interpret client data.
\nAssess client strengths and limitations.
\nDevelop mutually agreed-on intervention goals and objectives.
\nSelect appropriate intervention strategies. \u00a0\u00a0 \u00a0Midterm, Reading Cards, Exercises,<\/p>\n
midterm
\n26.\u00a0\u00a0 \u00a0Intervention:
\nInitiate actions to achieve organizational goals.
\nImplement prevention interventions that enhance client capacities.
\nHelp clients resolve problems.
\nNegotiate, mediate, and advocate for clients.
\nFacilitate transitions and endings.
\n27.\u00a0\u00a0 \u00a0Evaluation: Critically analyze, monitor, and evaluate<\/p>\n
interventions.<\/p>\n
PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET A GOOD DISCOUNT \ud83d\ude42<\/span>