This final paper is a culmination and completion of previous work done: see out

This final paper is a culmination and completion of previous work done: see outline Order# 414162793 and Annotated Bibliography Order# 415169788 (please double check the order numbers on my account to these items mentioned. )Ive included all of the details in the download attachments. Let me know if any more clarification is needed ! * please use same resources that were previously noted in annotated bib. thanks

PLEASE make sure to follow ALL of the directions. If you are not the best at APA

PLEASE make sure to follow ALL of the directions. If you are not the best at APA formatting, then this may not be the assignment for you. If you do like to research and add references, this is not the assignment for you. This teacher is very picky when it comes to how the students turn in the assignments. You going to need to peer review references, and this assignment can be written in simple language. There is no need to use the big fantasy wording. Let me know if I forgot to send you a document. Each reference that is used must be assessable to me. It must include the URL so I can go back and read the material of the reference. If I think the reference is irrelevant to the topic, I will ask for it to be replaced with a more relevant one.

The case examination will be “take home” exams where you are expected to demonst

The case examination will be “take home” exams where you are expected to demonstrate your knowledge of the assigned reading material by applying that material to both analyze the case as well as to provide solution strategies. Therefore, your case analyses should include in-text references and a reference list indicating what sources you consulted to help you understand the case (and the associated case problems) and develop solution strategies. A minimum of five (5) pages of text is expected since you must first summarize the case (usually in one page), describe both the causes and effects of problems within the case (supported by “theory”) and then offer alternative solutions for addressing those problems (fix the causes and thereby eliminate the effects). The case is posted on Brightspace and is to be submitted through Brightspace for grading.

Please note that all work for this course will be processed through TurnitIn to ensure proper citations and reduce “accidental” plagiarism. Those whose work receive high scores (usually over 30%) will be asked to address the concerns raised and resubmit their work (with no penalty the first time around).

Note: You are not allowed to use artificial intelligence (AI) or machine learning (ML) tools, such as ChatGPT or Dall-E, on assignments, exams, and/or presentations in this course. You are expected to complete each assignment without substantive assistance from others, including AI/MI automated tools. TurnitIn now has the capabilities of detecting the use of AI and if detected will be treated similarly to plagiarized material.

If the writer could just set as much as a foundation for the paper for my group

If the writer could just set as much as a foundation for the paper for my group to build upon that would be great I have attached all documentation below. Instructions, and articles that we have found and the ideas that were discussed on what we are trying to propose. I have also attached a APA blank format form to be used please. DO NOT WORRY ABOUT THE TABLE OF CONTENTS PAGE!

If the writer could just set as much as a foundation for the paper for my group

If the writer could just set as much as a foundation for the paper for my group to build upon that would be great I have attached all documentation below. Instructions, and articles that we have found and the ideas that were discussed on what we are trying to propose. I have also attached a APA blank format form to be used please. DO NOT WORRY ABOUT THE TABLE OF CONTENTS PAGE!

Do NOT USE cognitive behavioral therapy or motivational interviewing TO PREPARE

Do NOT USE cognitive behavioral therapy or motivational interviewing
TO PREPARE
Review the Learning Resources on interventions with elderly/aging adults.
Access the Clinical Social Work Interventions link in the Learning Resources.
On that site, explore three different interventions for use with elderly/aging adults. Select one that you can see yourself using in practice with elderly/aging clients. Do not use an intervention that you have chosen previously. Note that you may also do additional research in the Walden Library to select a different intervention beyond those listed on the site.
Consider how the intervention you selected might help you address wellness holistically.
BY DAY 3
Explain the significance of addressing wellness holistically with the elderly/aging population. Bearing in mind that environmental concerns have been addressed, utilize your advanced-level skills to identify a modality that is appropriate for this stage. In what ways is the intervention you chose holistic?

AFTER READING THE CASE STUDY, ANSWER QUESTIONS 1-5 IN PARAGRAPH FORM. DIAGNOSE U

AFTER READING THE CASE STUDY, ANSWER QUESTIONS 1-5 IN PARAGRAPH FORM. DIAGNOSE USING DSM-V AND PROVIDE SUPPORTING EVIDENCE FROM THE DSM AS TO WHY YOU MADE THE DIAGNOSIS. The class materials attached may be used as resources if needed. When discussing possible interventions for the client, include specific resources in your area (Dallas/Fort Worth, Texas).
1. What would your preliminary diagnosis be?
2. What are Chris’ strengths?
3. What are the psychosocial and cultural factors involved in this case?
4. Discuss possible interventions that might be an appropriate fit for Chris. What type of prognosis would you give Chris and why?
5. What value conflicts or biases arose for you in reviewing this case, if you were the practitioner for this client?
Identifying Information
Client Name: Chris Hawkins
Age: 32 years old
Ethnicity: Caucasian
Marital Status: Single
Background Information
Chris is a 32-year-old youth director at a large met­ropolitan church in a large southeastern city. Everyone in the parish highly regards him for his commitment of time and energy to the youth minis­try at the church. As a single male, he has been a role model to many of the young boys who attend church school during the year and church camp during the summer. Chris has gone the extra mile in providing leadership and direction to the youth program. He has spent many long hours developing relationships with the young boys and their families. Chris has been in charge of the youth Sunday school, sports activities, outings, and special events designed for the youth at the church. He has been singled out as an outstanding minister in the com­munity by the local community of churches. He is always positive, enthusiastic, and hardworking. He never complains about working overtime to ac­complish his goals. He has been able to establish the admiration, respect, and trust of both youth and parents alike. Chris has spent a great deal of time working with boys from single-parent homes. He often takes on the “big brother” role to these children since the father is usually absent. He has taken them on day trips and overnight camping excursions. Because boys grow to trust him, they often go to him when they have trouble at home or school. He has spent many afternoons tutoring boys who were having trouble in school with a particular subject, such as math, and has been working on the implementa­tion of an after-school program for boys aged 5-12 at the church. On several occasions, Chris has had boys over for dinner and a slumber party. Chris explains to the parents that this gives them a night off to do as they please. On one occasion, an 11-year-old boy who had been in trouble at school spent the night with Chris, with his mother’s permission, so that Chris could counsel him. The following day, the young boy told his mother that Chris had sexually molested him. The mother immediately contacted the head minister of the church. The minister brought Chris in for questioning, and Chris denied the allegations. He alleged that the boy was a “mixed-up” kid who was angry at Chris for not letting him stay up past midnight to watch MTV. Following these allegations, Chris has been sus­pended from all activities that involve contact with the youth and has been admonished to get a lawyer since the mother is reportedly filing charges against him. His lawyer has referred Chris to a sex-offender treatment facility for a series of tests.
Psychologist’s Records
Chris is given the following tests: the Wechsler Adult Intelligence Scale, the Millon Clinical Multiaxial Inventory III, Substance Abuse Subtle Screening Inventory, Third Edition (SASSl-3), Jesness Inven­tory, Multiphasic Sex Inventory, and the Shipley In­stitute of Living Scale. The sex-offender treatment provider, a psychologist, provides the following report after scoring and analyzing the scales. The results of the administered standardized in­struments are based on Chris’ responses. As such, the validity of the test results is limited to Chris’ unique history and present circumstances. Chris’ level of intellectual functioning is in the average range (Full IQ 95-110). Abstract reason­ing is also in the average range in relation to Chris’ ability to think in terms of general principles, solve logical problems, and generalize between situa­tions. Chris appears to have read the tests and did not respond randomly. The results indicate a mod­erate set of good fake responses. Chris answered some questions in a socially desirable manner in order to minimize pathology. This social desirabil­ity factor may limit the validity of the following results, as underlying pathology may be more ex­tensive than indicated by the scales. Anger responses are very low, indicating the pos­sibility of repressed anger. Chris may have difficulty acknowledging and coping with angry feelings. Anger could build up, resulting in explosive behaviors.
Impulse control is poor. Chris acts impulsively without consideration of alternatives. He desires im­mediate gratification without considering the conse­quences. Chris exhibits chronic tendencies toward illogical, disjointed thought, which can lead to poor judgment and odd, eccentric behavior. Results also indicate moderate levels of interpersonal mistrust and suspiciousness that can lead to defensiveness and withdrawal. On the personality scale, Chris scored in the severe range of character pathology. His scores are consistent with schizoid, avoidant, and obsessive features that are likely to affect daily functioning. Scores are highest for the schizoid factors. Results reveal Chris as a person who fears rejec­tion, which culminates in a sense of humiliation, low self-esteem, and withdrawal. He denies having normal sexual drives, interests, and attraction to age-appropriate heterosexual relationships. Instead, he presents himself as asexual. These results may indicate that Chris is minimizing sexual pathology in testing or may indicate a low sex drive. He also exhibits mild to moderate cognitive distortions and immaturity typically found in sex offenders. Results indicate that Chris engages in a moder­ate degree of rationalization justifying his sexual deviancy, blames others, and makes excuses for his acting-out behaviors. His profile indicates signifi­cant pathological behavior similar to that found in child molesters. Chris also admits to engaging in public masturbation and acknowledges actively looking for opportunities to carry out his sexual fantasies. Results also indicate mild impotence and significant feelings of sexual inadequacy. Chris ap­pears mildly motivated to seek treatment for sexual problems, but this alone may be insufficient for successful treatment. The psychologist concluded this report with a diagnosis.
Follow-Up Information
Several weeks later, Chris is charged with indecency with a minor and child molestation. His lawyer plea-bargains an agreement. Chris pleads guilty to a lesser charge and serves 6 months in jail followed by 4 years of probation, including weekly attendance in court-mandated sex-offender program. After a year of treatment, Chris admits in therapy to having fondled at least one child under the age of 18 years old. He also admits to having ongoing fantasies about having sex with young boys. He has some insight into the fact that these behaviors emanated from having been shamed and physically abused by his father, who was an alcoholic, and having had an unsupportive mother. Chris is currently employed as a manager of a fast-food restaurant. He has complied with the terms of his probation and has regularly attended group and individual therapy sessions.
Pomeroy, E. (2015). The clinical assessment workbook: Balancing strengths and differential diagnosis. (2nd ed.). Boston: MA: Cengage Learning

Hutchison (2017): Chapter 8 – Small Groups, Formal Organizations and Communitie

Hutchison (2017): Chapter 8 – Small Groups, Formal Organizations and Communities
Review the webpage “Professional Networking in Social WorkLinks to an external site.”
Explore the website “SocialWorkersToolbox.comLinks to an external site.,” specifically the page “Category: Group WorkLinks to an external site.”
The Application of a Small Group Learning Approach to Social Group Work Teaching – An Exploratory Study
Answer the following prompts in bullet statements. Be thoughtful and complete with your self-reflection. In personal reflection, think about your behavior and your roles in important groups throughout your life to date, groups such as family of origin, friendship groups, social groups, sports teams, work groups, therapy groups and so forth.
What roles have you played in these different groups?
Are there any patterns to the roles you have played across various types of groups?
Do you notice any changes in roles over time or in different types of groups?
How do you understand both the patterns and the changes?
This criterion is linked to a Learning OutcomeUses proper grammar, spelling, formatting, etc.
This criterion is linked to a Learning OutcomeSupports response with course material; cites in text in APA and includes APA Reference Page