Category: Social work

interview
Student should discuss actual issues of oppression and the impact of oppression on social functioning, and strengths of your peer and ways of empowerment. (2.1, 2.2, 6.2) (1 paragraph on issues of oppression up to 2 points) and (1 paragraph on the impact of oppression on social functioning up to 2 points), and (1 paragraph on the strengths of your peer up to 2 points) and (1 paragraph on the ways of empowerment for your peer up to 2 points). 6. The student’s interview should highlight, as appropriate, the impact of at least 2 of the following: 1. racism, 2. ethnocentrism, 3. classism, 4. sexism, 5. hetero-sexism/ 6. homophobias, 7. religious intolerance, 8. able-ism, 9. ageism, and/or 10. xenophobia/ 11. provincialism on the peer’s well-being and functioning. (2.1, 2.2, 6.2) (1 paragraph for each of the 2 issues chosen up to 2 points
student will write a 3-page critical reflective paper not including the title page and reference page describing your experience. (1.2, 1.3) (up to 3 points) 10. Student must have: a. Title page b. Reference page using the textbook as your reference and one additional scholarly journal from the Montgomery Library. (1.3) 2 points 11. Student’s paper shall describe what you were taught about your peer (2 paragraphs up to 2 points) and their group community/group. (1.3) (2 paragraphs up to 2 points) 12. Student should describe how your experience negates or confirms what you were taught. (1.2, 2.3) (1 paragraph up to 1 point) 13. Student should describe how different yet alike you and you peer maybe. (2.3) (1 paragraph up to 1.00 point). 14. This assignment is to be completed using APA formatting, headings, references, and citations. Additionally, grammar, spelling, and limited use of pronouns affect (up to 2 points) of this assignment. (1.3

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Title Page and Formatting

• Use APA formatting throughout the paper.
• Include a title page with your name, course, instructor’s name, and date.
• Format the document with 1-inch margins, double spacing, and a 12-point Times New Roman font.
• Include headings for each section to maintain clarity.

Step 2: Introduction (½ -1 page)

• Briefly introduce the purpose of your paper.
• Mention that you conducted an interview to explore the impact of oppression on an individual.
• State the key themes of the paper: issues of oppression, impact on social functioning, strengths of the peer, and ways of empowerment.
• Provide a thesis statement outlining the main focus of the reflection.

Step 3: Issues of Oppression (1 paragraph)

• Identify two specific types of oppression faced by your peer from the provided list (e.g., racism, classism, ableism, etc.).
• Describe real-life examples from the interview where your peer experienced oppression.
• Explain how these issues have influenced their daily life and opportunities.

Step 4: Impact of Oppression on Social Functioning (1 paragraph)

• Discuss how oppression affects your peer’s ability to function in society, workplace, or relationships.
• Provide examples of social, emotional, or economic consequences related to their experiences.
• Link these impacts to broader social theories or studies on oppression.

Step 5: Strengths of Your Peer (1 paragraph)

• Highlight the resilience, skills, and personal strengths that help your peer cope with oppression.
• Discuss how they have navigated adversity and maintained their well-being.
• Provide specific examples from the interview.

Step 6: Ways of Empowerment (1 paragraph)

• Suggest strategies or support systems that could empower your peer.
• Discuss community resources, policies, or social movements that address oppression.
• Provide ideas for personal and systemic change that could improve their well-being.

Step 7: Reflection on the Experience (2-3 pages)

1. What You Were Taught About Your Peer (2 paragraphs)
   • Explain what you initially knew or assumed about your peer and their background.
   • Describe how your understanding evolved through the interview.
2. What You Were Taught About Their Community (2 paragraphs)
   • Provide insights into the social, economic, and cultural aspects of their group.
   • Discuss how their lived experiences reflect broader issues within their community.
3. Confirmation or Challenge of Prior Knowledge (1 paragraph)
   • Reflect on whether your experience with your peer confirmed or challenged your previous beliefs.
   • Discuss how this interaction changed your perspective on oppression and resilience.
4. Similarities and Differences Between You and Your Peer (1 paragraph)
   • Identify commonalities and differences in background, experiences, and perspectives.
   • Discuss how these similarities and differences shape your views on oppression and empowerment.

Step 8: Conclusion (½ -1 page)

• Summarize your main points.
• Reflect on how this experience impacted your understanding of oppression.
• Discuss the importance of advocating for social justice and empowerment.

Step 9: References and Citations

• Include a reference page in APA format.
• Use at least two scholarly sources, including your textbook and one additional journal from the Montgomery Library.
• Properly cite all information using in-text citations (Author, Year).

Final Tips:

Proofread your paper for grammar and clarity. Avoid excessive use of pronouns to maintain a formal tone. Use APA headings to structure your sections clearly. Ensure logical flow from one section to the next.

Following this guide will help you structure your paper effectively while meeting all the assignment requirements.

Please write a literature review to support an action research project on the need for parental education for methadone clients. The case study and audience/purpose section of the paper has been included. In addition, all required references have been included.
– You should include information about the case study that would be helpful in working with this family.
-Please include information from primary sources, secondary sources, professional literature, office reports, practice literature, or other information as applicable. You must include at least 6 peer-reviewed and/or scholarly articles in your paper.
-Please provide information that supports the 1) need for an action research project for this case and 2) information to support any parts of the case study in regard to diagnosis or treatment models, etc.
-If your literature review involves statistical and numerical data, please remember to provide any relevant occurrences, comparisons, trends/history, central tendencies, distribution scores, or correlations necessary.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Introduction

Parental education for methadone clients is a critical yet often overlooked component of opioid use disorder (OUD) treatment. Research indicates that substance use among parents has profound implications for child development, family dynamics, and long-term health outcomes (Lander, Howsare, & Byrne, 2013). This literature review synthesizes scholarly and professional sources to support the need for an action research project aimed at addressing parental education within methadone treatment programs.

The Case Study: Family Impact and Considerations

The case study under review involves a family where a parent undergoing methadone maintenance treatment (MMT) struggles with parenting responsibilities and lacks formal education on child-rearing while in recovery. The parent has expressed concerns regarding relapse triggers, stigma, and the ability to provide a stable environment for the child. Understanding the psychosocial aspects of OUD treatment and parental guidance within such families is essential to developing an effective intervention (Klaman et al., 2017).

The Need for an Action Research Project

Impact of Parental Substance Use on Child Development

Research highlights the adverse effects of parental substance use on children, including emotional, behavioral, and cognitive challenges (Suchman et al., 2012). Children of parents with OUD are more likely to experience neglect, inconsistent caregiving, and exposure to traumatic experiences (Barnard & McKeganey, 2017). An action research project focusing on parental education can mitigate these risks by equipping parents with skills to foster a nurturing environment while managing their recovery.

Educational Gaps in Methadone Maintenance Programs

Traditional MMT programs prioritize pharmacological intervention but often lack comprehensive parenting education components (Van Wormer & Davis, 2018). Studies suggest that integrating behavioral therapies and educational interventions tailored to parenting can improve both treatment adherence and family outcomes (Stover & Coatsworth, 2018). Addressing these gaps through a structured action research initiative can contribute to better-informed methadone clients who are also parents.

The Role of Stigma and Social Support in Recovery

Parental methadone clients frequently encounter stigma, which can impact their self-efficacy and willingness to engage in educational programs (Earnshaw, Smith, & Copenhaver, 2013). Evidence suggests that social support networks and peer-led educational initiatives can reduce stigma and enhance parenting confidence (Stone, 2015). An action research project that incorporates these elements would be highly beneficial in addressing the complex challenges faced by these families.

Diagnosis and Treatment Models Supporting the Case Study

Methadone as a Treatment Modality

Methadone maintenance therapy is an evidence-based intervention for OUD, significantly reducing opioid cravings and withdrawal symptoms (Mattick et al., 2014). However, without concurrent behavioral interventions, the likelihood of sustained recovery diminishes. Research indicates that comprehensive care—including psychological counseling and parenting education—enhances outcomes for parents in treatment (Jones et al., 2012).

Parenting Interventions for Clients in Recovery

The Positive Parenting Program (Triple P) and the Attachment-Based Parenting Intervention have been shown to be effective for parents recovering from substance use disorders (Dawe & Harnett, 2013). These interventions emphasize emotional regulation, secure attachment, and consistent discipline, all of which are vital for children of parents with OUD. Incorporating such models into MMT programs can promote healthier parent-child interactions and long-term recovery.

Behavioral and Cognitive Approaches to Parental Education

Cognitive-behavioral therapy (CBT) and motivational interviewing (MI) are widely recognized as effective techniques for individuals with substance use disorders (Miller & Rollnick, 2012). Applying these approaches to parenting education allows parents to develop coping strategies for stress, improve communication skills, and maintain consistency in caregiving roles (Suchman et al., 2012). The inclusion of these evidence-based practices in an action research project can ensure its effectiveness.

Statistical and Numerical Data Supporting the Need for Intervention

• Prevalence of OUD among parents: Studies estimate that over 8.7 million children in the U.S. live with at least one parent who has a substance use disorder (Lipari & Van Horn, 2017). Among those in MMT, nearly 50% report difficulties in parenting and lack access to formal education on child development (Klaman et al., 2017).
• Effectiveness of parenting programs: Research indicates that structured parenting interventions result in a 30-50% improvement in parenting confidence and a 25% reduction in child behavioral issues (Dawe & Harnett, 2013).
• Relapse rates and parenting stress: Parents undergoing MMT who lack parenting education are twice as likely to experience relapse within the first year compared to those who receive targeted parental support (Jones et al., 2012).

Conclusion

The need for an action research project addressing parental education for methadone clients is well-supported by existing literature. Research indicates that the integration of structured parenting programs within MMT can significantly improve both parental efficacy and child outcomes. Utilizing evidence-based interventions such as CBT, MI, and attachment-based parenting models can enhance the effectiveness of educational programs. By implementing such an initiative, methadone clients can receive the support needed to foster stable, nurturing environments for their children while maintaining their recovery.

References

Barnard, M., & McKeganey, N. (2017). The impact of parental problem drug use on children: What is the problem and what can be done to help? Addiction Research & Theory, 25(1), 3-14.

Dawe, S., & Harnett, P. (2013). Reducing potential for child abuse among methadone-maintained parents: Results from a randomized controlled trial. Journal of Substance Abuse Treatment, 44(2), 132-140.

Earnshaw, V. A., Smith, L. R., & Copenhaver, M. M. (2013). Drug addiction stigma in the context of methadone maintenance therapy: An investigation into understudied sources of stigma. International Journal of Mental Health and Addiction, 11(1), 110-122.

Jones, H. E., Heil, S. H., Baewert, A., Arria, A. M., Kaltenbach, K., & Fischer, G. (2012). Parenting stress and child behavior in methadone-maintained mothers: A comparative study. Journal of Addiction Medicine, 6(4), 294-300.

Klaman, S. L., Isaacs, K., Leopold, A., Perpich, J., Hayashi, S., Vender, J., & Terplan, M. (2017). Treating women who are pregnant and parenting for opioid use disorder and the concurrent care of their infants and children: Literature review and expert panel recommendations. Journal of Addiction Medicine, 11(3), 178-190.

Lander, L., Howsare, J., & Byrne, M. (2013). The impact of substance use disorders on families and children: From theory to practice. Social Work in Public Health, 28(3-4), 194-205.

Midterm: Practice Review and Critique
Develop a midterm written assignment on assessment of a case from your practice in field work. A detailed outline follows:
Present a brief biopsychosocial asessment of the client (including relevant data about him/her and the presenting problem). Please include class, race, culture, religion, sexual orientation, and any other factor that has played a role in the presenting problem.
How has using a psychosocial assessment of the client’s situation helped you to understand the client’s breadth and depth of functioning?
What is the dynamic relationship among the following:
client’s past and current themes/challenges?
client’s conscious and unconscious issues?
client and worker’s current and transferential relationship?
Include excerpts from practice to illustrate these aspects where appropriate.
If you used any short-term approaches, please describe how it informed your assessment and practice interventions.

Midterm: Practice Review and Critique

A midterm assessment of a case from your fieldwork practice requires a detailed biopsychosocial evaluation and an analysis of the client’s challenges, conscious and unconscious issues, and the therapeutic relationship. Below is a structured guide to help you complete this assignment effectively.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Title Page (APA Format)

• Include the title of your paper, your name, course name, instructor’s name, and date.
• Format according to APA 6th edition guidelines (Times New Roman, 12-point font, double-spaced, 1-inch margins).

Step 2: Introduction (½ -1 page)

• Briefly introduce the purpose of the paper and the client case you will assess.
• Provide an overview of what the paper will cover, including the biopsychosocial assessment, client dynamics, and interventions.

Step 3: Biopsychosocial Assessment (1-2 pages)

• Biological Factors: Age, medical history, physical health, disabilities, medications.
• Psychological Factors: Mental health history, cognitive abilities, emotional state, personality traits.
• Social Factors: Family background, relationships, socioeconomic status, employment, education.
• Cultural Considerations: Class, race, ethnicity, religion, sexual orientation, gender identity, and any relevant cultural beliefs affecting the client.
• Presenting Problem: Clearly describe the issue that brought the client to your attention. What symptoms, behaviors, or concerns were observed?

Step 4: Understanding the Client’s Functioning (1-2 pages)

• Discuss how the psychosocial assessment has provided insight into the client’s overall functioning.
• Identify how past experiences, current life circumstances, and psychological factors contribute to the presenting problem.

Step 5: Dynamic Relationships (1-2 pages)

• Past and Current Themes/Challenges: Compare historical struggles with present difficulties.
• Conscious and Unconscious Issues: Identify patterns of behavior, defense mechanisms, and underlying concerns.
• Client-Worker Relationship: Discuss the therapeutic dynamic, including any transference (client’s emotions toward the worker) or countertransference (worker’s emotional response to the client).
• Use examples or excerpts from your practice to illustrate key points.

Step 6: Use of Short-Term Approaches (1 page)

• If applicable, describe any short-term intervention methods used (e.g., Cognitive Behavioral Therapy, Solution-Focused Therapy).
• Explain how these techniques helped shape your understanding of the client and guided your intervention.

Step 7: Conclusion (½ -1 page)

• Summarize key insights from your assessment and analysis.
• Reflect on the impact of this case on your learning and professional development.

Step 8: References (APA Format)

• Cite all sources used, including textbooks, journal articles, and relevant fieldwork materials.
• Follow APA guidelines for formatting references.

Completing a self-reflection provides students with several benefits; this practice, which is supported by research, provides students with the opportunity to make sense of and develop from an experience (Purdue University, 2020). This assignment requires the student to create a symbolic picture of your life. Incorporate the major positive and negative happenings. Anything you feel is too personal to share should either be excluded from the life picture or stated in vague, general terms. You may be as creative as you like in illustrating your life. The student may decide to write reflecting positive times and refer to negative ones and emphasizing various life events. This assignment will not be evaluated for artistic ability but rather on such elements as depth of insight, amount of detail, and completeness. Regardless of the format, specific information needs to be clearly incorporated. This writing assignment should be double-spaced with a cover page (see sample in Canvas). Your paper must be written in APA format (see APA manual). Paper must include a one (1) inch margin and 12-inch font. This assignment should consist of 3-5 pages. A rubric will be posted.
Criteria Ratings
This criterion is linked to a Learning OutcomePositive and negative happenings
The student writes personal experiences reflecting positive times and negative ones and emphasizes various life events.
Experiences and feelings
Experiences must be detailed and descriptive.
Does the student seem to be honest about his/her feelings. Depth of insight, amount
of detail, and completeness is demonstrated.
Plan
Did student state a plan as how the experiences assist in his/her perseverance.
This criterion is linked to a Learning OutcomeGrammar
Student consistently avoids typographical, spelling and grammatical errors; avoiding run-on sentences. Assignment completed in 3-5 pages.
APA format
Assignment should be double-spaced with a cover page. (See APA manual). Paper must include a one (1) inch margin and 12-inch font.

Self-Reflection Life Picture: A Symbolic Representation of Personal Growth

Self-reflection is a powerful tool for personal growth, allowing individuals to understand their past experiences, both positive and negative, and how they have shaped their present. This assignment requires students to illustrate their life journey symbolically, incorporating major life events, emotions, and lessons learned. While creativity is encouraged, the focus should be on depth of insight, completeness, and self-awareness.

 Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment Requirements

• Your self-reflection should symbolically represent your life while discussing major positive and negative events.
• Your paper should be between 3-5 pages, double-spaced, in APA format (including a cover page).
• The key elements assessed include depth of insight, descriptive details, and a reflection on personal growth.

Step 2: Plan Your Self-Reflection

Before writing, brainstorm key events in your life that have significantly impacted you. These could include:

• Major achievements (academic successes, personal growth, overcoming challenges)
• Difficult experiences (loss, failures, obstacles, or life-changing moments)
• Turning points that led to personal development
• Lessons learned and how they have influenced your outlook on life

Step 3: Structure Your Paper

1. Cover Page (APA Format)

   • Title of the paper
   • Your name
   • Course name and instructor
   • Date of submission

2. Introduction (1 paragraph)

   • Introduce the purpose of self-reflection and its role in personal development.
   • Briefly explain the concept of symbolic representation (e.g., a tree with strong and weak branches, a river with smooth and rough waters, etc.).
   • State what your symbolic picture represents about your life.

3. Body Paragraphs (3-5 pages)

   • Positive Experiences:
     • Describe major achievements and happy moments.
     • Explain their significance and how they shaped you.
   • Negative Experiences and Challenges:
     • Reflect on hardships and struggles.
     • Be honest about your emotions but maintain a growth-oriented perspective.
   • Lessons and Personal Growth:
     • Discuss how both positive and negative experiences contributed to your resilience and perseverance.
     • Relate these experiences to your symbolic representation (e.g., “The stormy weather in my painting represents the struggles I overcame, which made me stronger.”).

4. Conclusion (1 paragraph)

   • Summarize how self-reflection has helped you understand yourself better.
   • State a future plan for personal growth based on what you’ve learned.

Step 4: Format and Edit Your Paper

• Use APA formatting (1-inch margins, 12-pt Times New Roman, double-spaced).
• Proofread for grammar, typos, and clarity.
• Ensure your symbolic representation is clear and integrated into your writing.

*** Initial posts are to include between 250 – 500 words. Initial posts must use at least two resources to support the post: the course text and one additional professional resource. Use APA formatting to list the references used at the bottom of your post. Be sure to use citations to show where the content is applied within the post. ***
*** RESPONSE NEEDED: Provide a clear rationale as to why social work evaluations lead to improving the services we offer to various client systems. Use examples from your work setting that demonstrate the main points of your discussion. Be thorough and specific. ***
*** MY WORK SETTING: I work in a hospital as a Care Coordinator Assistant. I help with the hospital’s patient discharge process. I monitor the patient’s development before they leave the hospital, ensuring they have the necessary equipment and resources as well as a plan for what to do after they are released. ***
RESOURCE 1: (Attachment Assignment 1 Page 8 – 13)
Grinnell, Jr., R.M., Gabor, P.A., Unrau, Y.A. (2019). Program evaluation for social workers:
Foundation of evidence-based programs (8th Ed.). Oxford University Press.
REROURCE 2: Article – Types of Evaluation

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

1. Understand the Assignment Requirements

Start by reading through the instructions and understanding what is being asked. This post asks you to provide a rationale for why social work evaluations improve services. You need to demonstrate this improvement through examples from your work setting (hospital care coordination).

2. Identify Key Concepts

Make sure you grasp the central concepts being discussed. For this assignment, you’ll need to focus on:

• Social work evaluations
• How they improve services
• Real-world examples from your work setting

You can break these down as follows:

• Social Work Evaluations: These are assessments used to analyze the effectiveness of programs, services, and interventions provided to clients.
• Improvement of Services: By evaluating services, you identify areas for improvement, ensuring that clients receive better support tailored to their needs.
• Work Setting Examples: Drawing on your experience as a Care Coordinator Assistant in a hospital, demonstrate how these evaluations directly impact patient care, discharge planning, and resource allocation.

3. Research and Support Your Argument

Use credible sources to back up your discussion. You’ll be using:

• Grinnell et al. (2019): This text explains the importance of evaluations in program development and their role in improving service delivery.
• The article on Types of Evaluation: This can further support your arguments by detailing different evaluation methods and their outcomes, strengthening your rationale.

4. Structure Your Paper

Your paper should follow this structure:

• Introduction: Start by introducing the concept of social work evaluations. Briefly define what they are and why they are important in improving services.
• Body:
  • Point 1: Purpose of Evaluations in Social Work: Discuss why evaluations are a vital tool in social work and how they provide data for improving services. Reference Grinnell et al. (2019).
  • Point 2: Types of Evaluations: Use the article to explain the different types of evaluations used in social work and how each contributes to improving services.
  • Point 3: Real-World Examples: Describe specific examples from your work setting, such as how patient feedback, discharge planning assessments, and resource checks are evaluated to ensure successful transitions from the hospital.
• Conclusion: Summarize how evaluations lead to service improvement. Tie your examples back to the broader concept of continuous improvement in social work practice.

5. Write in APA Format

Ensure that your paper follows APA guidelines. This includes:

• Title Page: Make sure to include a title, your name, and the course name.
• In-text Citations: Include citations after relevant points using APA format.
• Reference Page: At the end of your paper, include a list of all sources cited in your paper.

Example APA References

Grinnell, R. M., Gabor, P. A., & Unrau, Y. A. (2019). Program evaluation for social workers: Foundation of evidence-based programs (8th ed.). Oxford University Press.

Author. (Year). Title of article. Journal Name, volume(issue), pages. DOI

Step one: Choose a movie to watch for your Diagnosis Assignment. See list below for suggestions or if there is a movie you would like to use that is not on the list, please have the instructor approve it. Watch it through once without taking notes. The second time, take notes on the main character identifying behaviors and symptoms that meet DSM V – TR criteria for addiction and any other diagnosis.
Step two: The first run through the movie, write down your best guess about what the main character’s diagnosis is from their behavior. Don’t read any books or look up any information. What does your intuition tell you about what is happening?
Step three: The second run through of the movie do the following (Make sure to fully answer each question with specifics not generalizations):
Describe any traumatic circumstances revealed which may impact trauma-informed care for the main character.
Identify the various intersections of diversity of the client for the treatment plan. Visit https://haenfler.sites.grinnell.edu/subcultural-theory-and-theorists/intersectionality/ to understand intersectionality.
Identify history of use identified by the character’s life; Emotional, Intellectual, Physical, Sexual, Spiritual, Relationships, Employment, Family. (See Chart)
Review potential transference and countertransference issues, you as a social worker, may have with this case (Definition here https://www.psychologytoday.com/us/blog/sacramento-street-psychiatry/201003/overview-countertransference)
Describe the symptoms of dual diagnosis and give examples from the movie in the following areas of the main character’s life; Emotional, Intellectual, Physical, Sexual, Spiritual, Relationships, Employment, Family. (See Chart)
https://www.addictionpolicy.org/post/dsm-5-facts-and-figures
For your final document, write out answers to Step three, then use the charts below for specifics. Submit your final document for grading in the discussion board in Blackboard, by Thursday at midnight. Students will provide feedback to their classmates.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Guide to Writing Your Paper

Step 1: Choose and Watch the Movie

• Select a movie from the suggested list or seek approval for a different choice from your instructor.
• Watch the movie twice:
  • First viewing: Watch it without taking notes to familiarize yourself with the storyline and character dynamics.
  • Second viewing: Focus on the main character, noting behaviors and symptoms aligning with DSM V-TR criteria for addiction and any other potential diagnoses.

Step 2: Write Down Your Initial Diagnosis

• After the first viewing, record your intuitive diagnosis of the main character’s behavior without external research.
• Trust your observations and instincts.

Step 3: Analyze the Movie with Specific Questions in Mind
During the second viewing, answer the following questions comprehensively with specific details, not generalizations:

1. Traumatic Circumstances
   • Describe any trauma revealed in the character’s backstory.
   • Explain how this trauma could inform a trauma-informed care approach.
2. Intersections of Diversity
   • Identify the character’s intersections of diversity (e.g., race, gender, socioeconomic status, age, sexual orientation).
   • Use insights from intersectionality theory to understand how these factors may impact the treatment plan.
3. History of Use
   • Detail the character’s history of substance use across the following areas:
     • Emotional: Impact on mood and coping mechanisms.
     • Intellectual: Changes in cognitive abilities or decision-making.
     • Physical: Evidence of physical consequences due to addiction.
     • Sexual: Impact on relationships and sexual behavior.
     • Spiritual: Connection to faith or a higher purpose.
     • Relationships: Influence on family and friendships.
     • Employment: Work-related challenges or losses.
     • Family: The role of family dynamics and support.
4. Transference and Countertransference Issues
   • Define potential transference or countertransference issues you, as a social worker, might experience.
   • Use this overview for clarification.
5. Symptoms of Dual Diagnosis
   • Analyze dual diagnosis symptoms in the following life areas:
     • Emotional, Intellectual, Physical, Sexual, Spiritual, Relationships, Employment, and Family.
   • Provide specific examples from the movie that align with DSM V-TR criteria.

Step 4: Organize and Write Your Final Document

1. Introduction
   • Introduce the movie and the main character.
   • Briefly outline the behaviors and symptoms you’ll discuss.
2. Analysis
   • Use your answers to the Step 3 questions to structure your analysis into clear sections.
3. Charts
   • Include charts or tables for the character’s history of use and dual diagnosis symptoms. This will make your paper visually organized and easy to follow.
4. Conclusion
   • Summarize your findings.
   • Reflect on how this exercise deepened your understanding of diagnosing and treating addiction within the context of diversity and trauma.

Step 5: Edit and Submit

• Proofread your paper for clarity, grammar, and accuracy.
• Ensure all sources and links are correctly cited (APA style is recommended).
• Submit your document to the Blackboard discussion board by Thursday at midnight.

Step 6: Engage with Classmates

• Review and provide constructive feedback on your classmates’ submissions.

Please follow the instructions and I have attached a logic table and the intervention that was used earlier.

As a social worker, you will receive feedback and evaluations from your supervisor, clients, and sometimes even colleagues. This commentary may be oral or written—and it may be public or private. Growing as a professional and as a student requires actively engaging with the feedback you receive and applying it in future situations and scenarios. This helps you continue to build competence and self-confidence.
However, the experience of feedback can sometimes be daunting or overwhelming. A benefit of your MSW program is that you have the space to practice receiving constructive commentary, processing it, and improving your work or behavior accordingly. In this Assignment, you get one such opportunity to revise a previous submission based on Instructor feedback.
Resources
All resources and feedback from providers are attached.
To Prepare
Review Instructor feedback on your Week 3 Assignment: Family Assessment. Use the Instructure Community link in the Learning Resources for support in accessing comments on your submission.
Revise and polish your Week 3 Assignment according to the Instructor feedback you have received

Instructions
This assignment asks the student to consider the on-going process of the developing relationship with a client/client system focusing on the processes of engagement, assessment, contracting and goal setting. Choose a client with whom you have had an on-going relationship. If this is not the case, please discuss with your professor. Use the literature to support your use of skills, assessment approach and interventions.
Answer each question.
Describe the client with whom you have been engaging – including your initial impressions and challenges. Integrate the literature.

What does the literature say about the usefulness, importance, and purpose of a biopsychosocial-spiritual assessment?

Provide a detailed biopsychosocial-spiritual assessment of the client system beginning with how the client came to agency, ie: the referral source, what is the presenting problem, issue that needs to be addressed. How do you partialize the problem(s) presented?

Conscious use of self is a critical aspect of professional social work skills. Referring to the scholarly literature, discuss your understanding of this concept and how you are developing this skill. Speak to your experience of learning about your practice with your supervisor. What have your learned about yourself? How you consciously use yourself? How does this process with your practicum supervisor relate to your own developing relationships with your clients? Please add some content from a process recording that demonstrates how you used yourself during the engagement/assessment process. How do biases (conscious and unconscious) impact the assumptions and expectations you have about your client?

5. What goals did you and the client identify? Are these consistent with the client’s needs and the agency’s services? Are there other systems interacting with the client with whom you must connect? Were there referrals and linkages that had to be made to accommodate the client’s needs? Was the client part of the process of identifying and setting goals? If not, why and with whom did you did you develop goals? How might the outcome of the work be impacted by client participation or lack of participation in the goal setting? Were there any value conflicts or ethical dilemmas for you in the goal-setting process? Please integrate the scholarly literature into your response.

How do race, oppression and marginalization figure into your initial engagement, assessment, goals setting strategies and subsequent work with the client? Be self-reflective and include any concerns you or the client may have had over the course of your work together thus far. Include any social work literature that informed your understanding of these issues

What contracting arrangements did you and the client decide upon? Did you have to recontract with the client during the assessment and the beginning of the work stage? What does the scholarly literature say about the importance of contracting?

Provide a conclusion that ties the paper together and highlights anything you would have done differently. Don’t simply repeat your introduction as a concluding statement. Be thoughtful in your concluding statements.
Requirements
Make sure you use and cite professional literature including your textbooks.
Your references should go beyond your textbooks and include at least 7 professional sources outside of the required readings.
Include a reference page using APA (Seventh Edition) style.
Your completed assignment should be approximately 10-12 pages (guide, not a rule).

Bio-Psycho-Social-Spiritual Assessment Organization
Note: This structure is meant for organizing the data, not for presenting it. The final assessment should be an integrated narrative, demonstrating your understanding of the client.
I. Identifying Information
Name: First name and last initial only (e.g., Jessica K.).
Age, Sex, Race
Ethnic Background/Identification (include acculturation issues if applicable).
Marital/Relationship Status
Appearance and Presentation: Affect, dress, grooming, tone of voice.
Current Employment/Educational Status
Household Composition and Circumstances: Current living situation.
II. Reason for Referral/Presenting Problem
Referral Source: How the client came to the attention of the referral source.
Initial Contact: Who made the first contact with your agency?
Presenting Problem/Need and Expected Outcome:
As reported by the client.
As reported by the referring person (if applicable).
Onset, Duration, and Severity of the Problem
Past Attempts to Address the Problem (include efforts at your agency).
Areas Affected by the Problem: Physical well-being, economic situation, occupation, relationships, etc.
III. Client Descriiption/History
Relevant Developmental History: Pre-natal, birth, developmental milestones, speech, delays, strengths; cultural expectations and practices.
Family History: Family composition, family of origin dynamics, intergenerational themes, cultural factors, significant events/traumas, role in the family.
Educational and Occupational History: Include learning difficulties and achievements.
Religious/Spiritual Development: Importance, involvement, positive/negative experiences.
Social Relationships: Quality of network, supports, difficulties.
Dating/Marital/Sexual Relationships
Medical History: Illnesses/diagnoses, current medications, significant family medical history.
Mental Health History: Diagnoses, treatment history, medications, and outcomes.
Alcohol/Drug Use or Abuse: Patterns, impairments, diagnoses, treatments, and outcomes.
Military History: Include service branch and combat experience, if applicable.
Legal History: Past and current involvement with the legal system.
Other Agency Involvement: Past/present experiences with social service agencies.
IV. Current Functioning
Current Stressors
Relationships: Family, partner, friends, co-workers (as applicable).
Role Functioning
Coping and Adaptive Skills
Barriers and Risks Affecting the Problem: Environmental, interpersonal, intrapersonal, etc.
Thought Processes: Memory, intelligence, clarity of thought, mental status, etc.
V. Formulation
In this section, integrate and synthesize the objective information to analyze:
The client’s problem or situation and its underlying causes/contributing factors.
The client’s current functioning.
Strengths and Resources: Social, cultural, familial, psychological, economic, environmental, and systemic factors that will support solutions.
Factors Maintaining the Problem: Social, cultural, familial, psychological, economic, environmental, and systemic factors.
Client’s Motivation and Capacity to address the presenting problem.
Your Voice as a Social Worker:
Share your impressions of the situation.
Provide an assessment of the problem.
Suggest what can be done to improve the situation.
This section reflects your ability to collect, integrate, synthesize, and analyze information.
VI. Intervention Plan
Based on the formulation, outline a realistic intervention strategy:
Problem(s) Chosen for Intervention
Goals and Objectives: Steps to achieve the goals.
Client Role and Responsibilities: In achieving goals and objectives.
Referrals to Other Agencies or Services: Recommendations for other resources.
Anticipated Timeframe: Frequency of meetings, duration of intervention.
Factors Affecting Goal Achievement:
Client motivation and willingness to take responsibility for change.
Personal/cultural resources and limitations.
Agency or community resources/limitations.

In order to become a practitioner who addresses the diverse needs of your clients in a sensitive and respectful manner, you must be dedicated to continued education around the needs and experiences of different groups, religions, ethnicities, and other populations. The first step is to identify any personal biases and perceptions you might have about other cultures. From a broader perspective, how might an individual’s culture, race, ethnicity, disability, or sexual orientation affect how society perceives and treats them? Which potential social structures may perpetuate the oppression and marginalization of certain groups? The most important attribute you can bring to this topic is an open mind and a willingness to learn about others unlike yourself and ask how they want to be treated by you as a social worker. In this Discussion, you consider these topics in relation to a case study depicting issues in cultural competence.
Resources
Please use sources that are provided.
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning.
Chapter 12, “Culturally Competent Social Work Practice” (pp. 466–498)
Chapter 13, “Gender-Sensitive Social Work Practice” (pp. 499–543)
Azzopardi, C., McNeill, T. (2016). From cultural competence to cultural consciousness: Transitioning to a critical approach to working across differences in social work.Links to an external site. Journal of Ethnic & Cultural Diversity in Social Work, 25(4), 282–299. https://doi.org/10.1080/15313204.2016.1206494
Fisher-Borne, M., Cain, J. M., Martin, S. L. (2015). From mastery to accountability: Cultural humility as an alternative to cultural competenceLinks to an external site. Social Work Education, 34(2), 165–181. doi:10.1080/02615479.2014.977244
Hook, J. N., Farrell, J. E., Davis, D. E., DeBlaere, C., Van Tongeren, D. R., & Utsey, S. O. (2016). Cultural humility and racial microaggressions in counselingLinks to an external site.. Journal of Counseling Psychology, 63(3), 269–277. https://doi.org/10.1037/cou0000114
Visintin, E. P., Rullo, M., & Lo Destro, C. (2024). Imagine Being Humble: Integrating Imagined Intergroup Contact and Cultural Humility to Foster Inclusive Intergroup Relations. Behavioral Sciences (2076-328X), 14(1), 51. https://doi.org/10.3390/bs14010051
Chang, W.-W. (2007). Cultural competence of international humanitarian workers. ADULT EDUCATION QUARTERLY, 57(3), 187–204. https://doi.org/10.1177/0741713606296755
To Prepare
Review this week’s Learning Resources, including the videos, and then reflect on the following:
What is your definition of cultural competency?
What skills do you think are necessary for attaining cultural competence as a social worker working with that population?
What is the difference between having knowledge about a cultural group and engaging with an individual from the stance of cultural humility?
Then, search the Walden Library for additional information that supports the skills you selected.
For help with this discussion, please refer back to the Library recommendations in Week 3.
Helpful hint: Try using different keywords including:
cultural intelligence
cultural sensitivity
cultural humility
cultural competence
cultural literacy
Add the keyword “skills” to find articles on specific skills that promote cultural awareness in social work practice.
By Day 3
Post a response to the following:
Provide your definition of cultural humility.
Explain how this is similar or different to how the Kirst-Ashman and Hull textbook describes cultural competence.
Explain the skills you think are necessary for developing cultural awareness as a social worker.
Support your post with examples from the course text and any other resources used to respond to this Discussion. Demonstrate that you have completed the required readings, understand the material, and are able to apply the concepts. Include a full reference of resources at the bottom of the post.