Category: Social Work and Human Services

Watch this video and answer the following 5 questions.
https://www.psychotherapy.net
1.Seeing the partners separately: What do you think of how Coyne saw Hugh and Alan separately before meeting with them together? Do you agree with Coyne that it might have contributed to the partners being less inhibited, more candid, and/or less shunning of responsibility? Is there anything either Hugh or Alan said to Coyne that you believe they wouldn’t have said if their partner had been in the room? Have you ever separated the partners in a couple or seen the partners individually? How did it work for you? If you were a member of this couple, how do you think you
would have felt if you and your partner had been seen separately?
2. Starting the session: Coyne began each segment by asking partners,
“How do you see the situation?” What did you think of this way
of beginning? How do you tend to begin couples sessions? Why?
3. Permission-seeking: How did you react when Coyne attempted
to invoke a collaborative therapeutic relationship by asking
questions like, “Would that be an okay way to proceed?” and “Is
this okay?” Do you think this permission seeking contributed
to a collaborative relationship with Hugh? With Alan? Why
or why not? Do you tend to ask your clients for permission in
sessions? When do you think it is helpful and unhelpful to do so?
4. Focus on strengths: Several times throughout the session,
Coyne offered positive reframes, such as when Hugh told
Coyne that Alan was not decisive and Coyne responded by
saying, “You’ve been together twelve years.” What did you think
of this specific intervention and Coyne’s reframes in general?
Were there any times in the session that you thought Coyne’s
reframes were especially effective or particularly ineffective?
If you were conducting the interview, would you have focused
on the strengths of their relationship to the same extent that
Coyne did? Why or why not? If you were Coyne’s client, do you
think this technique would feel supportive? Why or why not?
5. Assignment: What did you think of the assignment that
Coyne came up with for Hugh and Alan? What are your
thoughts on Coyne’s invitation to welcome the problematic
behaviors as opportunities for learning as opposed to focusing
on trying to get rid of or avoid the problematic behaviors?
If you had been the therapist, what other assignment
might you have recommended for this couple? Why?
If this doesn’t all fit on one page let me know – thank you! It can be short answers

Read chapter 6 examine the thoughts in paper explain perceptual development
discuss the relation between perception and brain development
identify actions to foster young learner’s perceptual development
state the key components in the development of the Individualized Family Service plan,
discuss the roles of observing and assessing early learners
In paper answer this question How is perceptual development enhanced by the brain ?

Watch this video and answer the following 5 questions.
https://www.psychotherapy.net
1.Seeing the partners separately: What do you think of how Coyne saw Hugh and Alan separately before meeting with them together? Do you agree with Coyne that it might have contributed to the partners being less inhibited, more candid, and/or less shunning of responsibility? Is there anything either Hugh or Alan said to Coyne that you believe they wouldn’t have said if their partner had been in the room? Have you ever separated the partners in a couple or seen the partners individually? How did it work for you? If you were a member of this couple, how do you think you
would have felt if you and your partner had been seen separately?
2. Starting the session: Coyne began each segment by asking partners,
“How do you see the situation?” What did you think of this way
of beginning? How do you tend to begin couples sessions? Why?
3. Permission-seeking: How did you react when Coyne attempted
to invoke a collaborative therapeutic relationship by asking
questions like, “Would that be an okay way to proceed?” and “Is
this okay?” Do you think this permission seeking contributed
to a collaborative relationship with Hugh? With Alan? Why
or why not? Do you tend to ask your clients for permission in
sessions? When do you think it is helpful and unhelpful to do so?
4. Focus on strengths: Several times throughout the session,
Coyne offered positive reframes, such as when Hugh told
Coyne that Alan was not decisive and Coyne responded by
saying, “You’ve been together twelve years.” What did you think
of this specific intervention and Coyne’s reframes in general?
Were there any times in the session that you thought Coyne’s
reframes were especially effective or particularly ineffective?
If you were conducting the interview, would you have focused
on the strengths of their relationship to the same extent that
Coyne did? Why or why not? If you were Coyne’s client, do you
think this technique would feel supportive? Why or why not?
5. Assignment: What did you think of the assignment that
Coyne came up with for Hugh and Alan? What are your
thoughts on Coyne’s invitation to welcome the problematic
behaviors as opportunities for learning as opposed to focusing
on trying to get rid of or avoid the problematic behaviors?
If you had been the therapist, what other assignment
might you have recommended for this couple? Why?
If this doesn’t all fit on one page let me know – thank you! It can be short answers

Read chapter 6 examine the thoughts in paper explain perceptual development
discuss the relation between perception and brain development
identify actions to foster young learner’s perceptual development
state the key components in the development of the Individualized Family Service plan,
discuss the roles of observing and assessing early learners
In paper answer this question How is perceptual development enhanced by the brain ?

Week 8 Discussion: Continue the Conversation
The Cycle of Interventions and Evaluations
Reflect on the iterative process of designing, evaluating, and refining interventions. Choose one of the following prompts as a starting place for your post:
Describe an intervention you’ve been a part of and its impact.
Discuss the importance of feedback in intervention design.
How do you balance stakeholder needs during evaluation?
Share a time when an evaluation led to significant intervention changes.
Include 2 sources. APA 7 format.

Week 8 Discussion: Continue the Conversation
The Cycle of Interventions and Evaluations
Reflect on the iterative process of designing, evaluating, and refining interventions. Choose one of the following prompts as a starting place for your post:
Describe an intervention you’ve been a part of and its impact.
Discuss the importance of feedback in intervention design.
How do you balance stakeholder needs during evaluation?
Share a time when an evaluation led to significant intervention changes.
Include 2 sources. APA 7 format.

You will submit two process recordings to me each month through Canvas. The process recordings should have already been reviewed by our field instructor and include feedback from them.
For more information on process recordings, please see the Process Recording Handbook.
In the first month, I did not find an internship, so I could not write this. However, I did not find an internship according to the requirements of the school, which required me to write a paper. The following is my outputRead the processbook carefully and give some reflective summaries combined with what I’ve done before to make the instructor look like I’m serious

Create Your Own Genogram: Participants will complete a genogram where they process collecting and interpreting the information, and share their experiences and discoveries in class. An example will be given in class. Genogram may be shared with accountability partner in class for discussion.
Description: A genogram, like a family tree, is a graphic representation of the relationships within your family. Genograms use a series of symbols to provide detailed information about individuals and relationships in order to form a full picture of an individual’s history. Here Links to an external site.and here Links to an external site.you can find resources that provide examples of genograms—Additionally, feel free to use the “Genogram Plus” handout to help guide you in illustrating difficult dynamics. Using these examples and ones from class create a three-generation genogram of your family. Provide as much information as you can.
Instructions (will be decided by class if reflection essay or in class discussion): Submit a reflection journal that builds on the journal prompt listed below. You may choose to write as a traditional journal, a creative writing piece, or upload alternative media (video essay, art) that represents your reflective process. Please note, if you choose to upload media produced by someone else (e.g., video, visual art), you will need to append a written reflection of your own that accompanies the media you have selected. No more than 2 pages double spaced.
Prompt: We are mindful that this exercise may bring up emotions and feelings, both positive and negative, for you as you share your family history or what you know of it. We recognize that this may be a result of both potential transformation and traumas, which is also relevant to those we serve and support in social work. The intention of this exercise is for participants to explore and examine the ways we can use a Genogram to engage, assess, and intervene with community members. This exercise helps to explore our own countertransference, which is very useful for practice. If you begin to feel triggered, take pause, get the care you need, and consider what feels safe for you to share.
What discoveries did you make while completing your genogram?
What family patterns/themes did you notice?
Who in your family is the designated storyteller or keeper of the family history?
What roles did family members fulfill?
Who are the emotional caregivers?
What types of messages did you receive from relevant caregivers? What are your ties to your family in terms of your interests, career, etc?
What reactions did you have while completing?
What have been the joys and accomplishments and strengths in your family?
If you were not able to look too far back, talk about the way you see yourself now and in your future?
Where do you see yourself in five years, 10 years changing the patterns you uncovered so that your story moving forward looks different?
What are the feelings that are coming up for you in even being asked to look at your family tree?
In an ideal world, what would you want my tree to look like?
What feelings have evolved for you throughout this process?
Consider these ideas:
What are the implications of racism, ethnicity, colorism, language, culture, religion, historical trauma, colonization, isms, etc. on family structures and family relationships?
Where do you see yourself in five years, 10 years?
Now that you have spent the last few weeks does this all leave you?
What do you see as the importance of using a genogram in practice?
A mix of emotions might come up – if you choose not to partake in the genogram – reflect on why?
What are the feelings that are coming up for you in even being asked to look at your family tree? What would I want my tree to look like?
Why can’t we go too far back?
Rubric
Reflection Journal
Reflection Journal
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSubmitted on time
1 pts
This criterion is linked to a Learning OutcomeReflection referenced 2 forms of content assigned for class
2 pts
This criterion is linked to a Learning OutcomeIn response, followed instructions from prompt provided
2 pts
Total Points: 5
reference：
https://genopro.com/genogram/
Considering my personal background, I am a 23-year-old male student with a master’s degree in socialwork from China. My family is an only child. My grandparents have brothers and sisters
need apa style and reference

Create Your Own Genogram: Participants will complete a genogram where they process collecting and interpreting the information, and share their experiences and discoveries in class. An example will be given in class. Genogram may be shared with accountability partner in class for discussion.
Description: A genogram, like a family tree, is a graphic representation of the relationships within your family. Genograms use a series of symbols to provide detailed information about individuals and relationships in order to form a full picture of an individual’s history. Here Links to an external site.and here Links to an external site.you can find resources that provide examples of genograms—Additionally, feel free to use the “Genogram Plus” handout to help guide you in illustrating difficult dynamics. Using these examples and ones from class create a three-generation genogram of your family. Provide as much information as you can.
Instructions (will be decided by class if reflection essay or in class discussion): Submit a reflection journal that builds on the journal prompt listed below. You may choose to write as a traditional journal, a creative writing piece, or upload alternative media (video essay, art) that represents your reflective process. Please note, if you choose to upload media produced by someone else (e.g., video, visual art), you will need to append a written reflection of your own that accompanies the media you have selected. No more than 2 pages double spaced.
Prompt: We are mindful that this exercise may bring up emotions and feelings, both positive and negative, for you as you share your family history or what you know of it. We recognize that this may be a result of both potential transformation and traumas, which is also relevant to those we serve and support in social work. The intention of this exercise is for participants to explore and examine the ways we can use a Genogram to engage, assess, and intervene with community members. This exercise helps to explore our own countertransference, which is very useful for practice. If you begin to feel triggered, take pause, get the care you need, and consider what feels safe for you to share.
What discoveries did you make while completing your genogram?
What family patterns/themes did you notice?
Who in your family is the designated storyteller or keeper of the family history?
What roles did family members fulfill?
Who are the emotional caregivers?
What types of messages did you receive from relevant caregivers? What are your ties to your family in terms of your interests, career, etc?
What reactions did you have while completing?
What have been the joys and accomplishments and strengths in your family?
If you were not able to look too far back, talk about the way you see yourself now and in your future?
Where do you see yourself in five years, 10 years changing the patterns you uncovered so that your story moving forward looks different?
What are the feelings that are coming up for you in even being asked to look at your family tree?
In an ideal world, what would you want my tree to look like?
What feelings have evolved for you throughout this process?
Consider these ideas:
What are the implications of racism, ethnicity, colorism, language, culture, religion, historical trauma, colonization, isms, etc. on family structures and family relationships?
Where do you see yourself in five years, 10 years?
Now that you have spent the last few weeks does this all leave you?
What do you see as the importance of using a genogram in practice?
A mix of emotions might come up – if you choose not to partake in the genogram – reflect on why?
What are the feelings that are coming up for you in even being asked to look at your family tree? What would I want my tree to look like?
Why can’t we go too far back?
Rubric
Reflection Journal
Reflection Journal
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSubmitted on time
1 pts
This criterion is linked to a Learning OutcomeReflection referenced 2 forms of content assigned for class
2 pts
This criterion is linked to a Learning OutcomeIn response, followed instructions from prompt provided
2 pts
Total Points: 5
reference：
https://genopro.com/genogram/
Considering my personal background, I am a 23-year-old male student with a master’s degree in socialwork from China. My family is an only child. My grandparents have brothers and sisters
need apa style and reference

Make the revisions to the Week 3 assignment that were recommended by your instructor. Build this assignment onto the revised Week 3 assignment as if you were adding new information to the client’s electronic health record.
Competency 7: Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Conduct a differential diagnosis by evaluating at least three potential diagnoses for the client. Refer to the DSM-5-TR to explain the diagnosis that is most fitting for the client. Justify your decision by linking the client’s presenting symptoms with the diagnostic criteria. Explain the diagnosis or diagnoses you chose to rule out, and why. (C7.SP.B)
Apply leadership skills, decision-making, and emerging technologies to describe the diagnostic tool or tools you would use to assist with formulating the diagnosis. Apply research to explain why this tool is an appropriate method of assessment. (C7.SP.C)
Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice
Demonstrate self-awareness, cultural humility, and leadership skills by reflecting on your own bias, power, privilege, and belief system. Explain how you will practice self-regulation to manage these factors. (C3.SP.B)
Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities
Evaluate the client’s diversity needs. Apply leadership, empathy, interpersonal skills, emerging technologies, and self-reflection to explain culturally responsive engagement strategies. For example, what does research tell us about the specific cultural needs the client may have in a mental health setting? How will you engage the client to encourage their continued treatment? How could you use technology as an aid? (C6.SP.B)
Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities
Research, analyze and apply a mental health theory from your readings to the case (such as but not limited to cognitive, solution-focused, object relations, narrative, behavioral, or self-psychology). The mental health theory you choose should be relevant to address the client’s diagnosis and psychosocial issues. (C8.SP.B)
Describe an intervention appropriate for the client’s family or community. Apply theory to contextualize the appropriateness of your chosen intervention. (C8.SP.B)