Category: Social work

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
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 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 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

Prepare a narrated PowerPoint presentation on the diversity activity in which you participated. The presentation should be 5–7 slides in length (including the title and reference slides). In the presentation, be sure to:
Describe the activity and the associated population.
Explain how the activity has influenced your understanding, bias, or comfort level in working with the identified population.
More generally, explain how the activity has influenced your perceptions of diversity and difference.
Analyze at least three key concepts from this course in relation to this experience.
The PowerPoint should present bulleted text on the slides with a full transcriipt of the presentation in the notes section. Please use the Learning Resources to support your presentation. Include citations and a Reference slide to document the sources you have used.
To prepare:
Recall Week 2, in which you identified a population that prompted discomfort or a desire to learn more. Select one of the following activities related to that population: attend a cultural event, conduct an interview with a member of this population, attend a social work diversity discussion, or engage in safe zone training. As a guest at this experience, remember to take a stance of cultural humility and participate respectfully.
Afterward, reflect on the activity and to what extent the experience has influenced your perceptions of the population and diversity in general.

Our group is focused on recovery from substance abuse that is court appointed for folks.
My slide needs to be the storming slide.. definition, context, just research what storming within system theory is
Theory/Model Presentation (approximately 10 minutes)
• Create a short slide presentation with each group member taking a portion of the oral presentation
• Summarize the chosen theory/model using scholarly sources (cite on slides)
• Types of groups theory/model works best for
• Strengths and challenges of the theory/model as applied to group work
 
Demonstration (each group member takes a turn facilitating; approximately 8-10 minutes each)
• Choose a type of group for the demonstration
• Each group member will plan to facilitate a mini-session based on the type of group and chosen theory/model
• When group members are not facilitating, they will role play as group participants
• Coordinate with group members so everyone facilitates at a different stage of the group and/or with a different focus.
• Plan an activity or discussion question that can be completed in 8-10 minutes
• When serving as a participant, role play a group member role covered in the class
1. Forming (Group Member 1)
    •    Focus: This facilitator will guide the group as they come together for the first time, helping members get acquainted and establishing group goals and norms.
.
    •    Activity: A goal-setting exercise that includes discussing how each member’s contribution affects the group’s overall success.
2. Storming (Group Member 2)
    •    Focus: This facilitator will help the group navigate potential conflicts and power struggles as members assert their roles and express differing opinions.
    •    
    •    Activity: Role-playing conflict resolution or managing a disagreement, emphasizing the interconnectedness of group dynamics.
3. Norming (Group Member 3)
    •    Focus: The facilitator will help the group solidify their roles, establish rules, and build trust as they work toward resolving initial conflicts.
    
    •    Activity: An activity to strengthen group cohesion, such as a trust-building exercise, highlighting how mutual trust impacts the entire system.
4. Performing (Group Member 4)
    •    Focus: This facilitator will guide the group as they work efficiently and cohesively towards their objectives, demonstrating high-functioning collaboration.
    
    •    Activity: A problem-solving or task-related exercise that requires coordination, demonstrating how efficient communication and role fulfillment keep the system running smoothly.
5. Adjourning (Group Member 5)
    •    Focus: This facilitator will help the group reflect on their work, review the group’s progress, and guide the disbanding process.
    •
    •    Activity: A reflection or debriefing exercise where members discuss how their individual roles impacted the group and how the group’s structure evolved over time.
so what we’re doing is we are pretending like we are a group that is teaching and running facilitating a systems theory model type of group Each member of the group will go through a different dynamic of the group. OK for example meaning like Sydney is doing forming so she is going to make a slide on forming within the systems theory model. And she’s gonna make a slide for me and then she’s gonna make a slide on how she is going to present For like activity and everything that she’s gonna do within the group and the number two is me and you and we are storming so we need to make two slides as well when slide needs to be about storming what it means some you know contacts about it, and then the second line needs to be how We are gonna help the group navigate like power struggles As I’m reading it kind of also thing it says this group will help the group navigate potential conflicts and power struggles as members assert their roles and express different opinions so basically like what we will do we will make a slide about for me storming sorry about storming about what it means the definition contacts and then the second slide will say what we plan to do What kind of role-play we wanna do in the example here the one that I sent you says activity is role-playing role-playing a conflict resolution or managing a disagreement emphasizing the interconnected connectedness of group dynamic so basically what we can do is say OK guys we’re about to role-play with y’all. I want each person to go around and state something that frustrates them. And then each person which is like the members will act as Group members and they’ll say oh this frustrates me and then at the end we can be like OK so now that we know a couple of different frustrations we need to like just respect boundaries. We need to know the power struggles and power dynamic at the door, this is like a safe place like we just have to explain our. Section of the group

Kaplow, J.B. et.al. (2006). The long-term consequences of early childhood trauma. Psychiatry, 69 (4), 362-375.
Review the Kaplow article. The article provides a clinical case of TF-CBT with a child. Also, review the Beck Institute packet. Both will aid in completing this forum. Each answer should be 5-6 completed sentences. please cite using APA style.
1. In reflecting on the article, share in 5-6 sentences what was most significant about TF-CBT in practice. Support your answer with examples and a rationale.
2. In review of the Beck Institute packet, share which strategies/worksheets you might include in your professional social work practice with the child in the case. Share your rationale as well. The answer should be 5-6 sentences.

At the end of this module, you will be able to:
Develop skill in interventions designed to reduce acute stress (grounding, addressing affect dysregulation, meditation & yoga
Describe interventions designed to regulate negative emotions (intrusive emotions, trigger awareness, delaying tension reduction, urge surfing)

Module Activities
Read Briere, Chapter 6
Read Boehme, pp.125 – 132, Affect Regulation Interventions
Download & Explore PTSD Coach Mobile App: https://www.ptsd.va.gov/appvid/mobile/ptsdcoach_app.asp
Watch Short Lecture

Additional Resource:
Lewis, C., Roberts, N., Vick, T., & Bisson, J. I. (2013). Development of a guided self-help program for the treatment of mild-to-moderate posttraumatic stress disorder (PTSD). Depression and Anxiety, 30, 1121-1128.

Attached the Template Example of Graphic Organizer. Complete and submit this Graphic Organizer based on 3 videos. Cite appropriately and include a reference list. APA format is required. Use these 3 videos:
1. https://www.youtube.com/watch?v=_dg86g-QlM0 (5 Tips for Being An Ally)
2. https://www.ted.com/talks/madame_gandhi_why_we_must_stop_dancing_to_the_sound_of_our_own_oppression?amp%3Butm_medium=referral&%3Butm_source=tedcomshare&subtitle=en
(Why we must stop dancing to the sound of our own oppression. Madame Gandhi).
3. https://www.ted.com/talks/shaka_senghor_why_your_worst_deeds_don_t_define_you?amp%3Butm_medium=referral&%3Butm_source=tedcomshare&subtitle=en
Module: 2
Topic: Privilege, Power, Oppression
(Why your worst deeds don’t define you. Shaka Senghor |TED2014. March 2014)

Using the Sanchez case from the https://routledgesw.com/interactive-cases/sanchez/engage/case-files
site, the textbooks, and three to five peer-reviewed journal articles, discuss/analyze/assess the
development of one family member presented in the case scenario:
1. Provide an introduction that prepares the reader for the topics explored in the paper. What will
you discuss in this paper? In what order? Why is this case analysis important?
2. Introduce the individual you chose to analyze in this paper.
3. The body of the paper should focus on using each of the four dimensions we have discussed in
class—person in environment; biopsychosocial, sociocultural, and social change—to frame your
discussion/analyses of the Sanchez family member you have chosen to assess. Choose at least
one (1) theory/approach from EACH dimension to frame your analysis.
4. Discuss additional relevant information related to family dynamics (such as patterns from one
generation to the next) AND community or family resources that are available to the family.
5. Discuss at least three protective AND three risk factors for the family member you have chosen
at the individual, family/community, and larger society levels making sure to incorporate a
strengths perspective.
6. Summarize your case analysis in a concluding paragraph that discusses what you learned about
the family member you chose after conducting your assessment (this is an assessment; you
should NOT include any diagnoses or recommendations for interventions in your summary or
conclusion).