Module 5: Discussion: Washington Debt Ceiling Your Post Heading Numerous influe

Module 5: Discussion: Washington Debt Ceiling
Your Post Heading
Numerous influences have shaped health and behavioral health policies. One of the most critical is the federal budget that funds health and behavioral health programs in the US. The annual budget is also a component of the US debt. Funding programs without revenue from taxes to pay for them, necessitates borrowing money from banks and paying interest. The US also sells a range of treasury securities to individuals & other nations which help to pay for our unfunded programs. These are debt instruments that require payback with interest. The federal debt ceiling is just the amount of money the US government is permitted to borrow by Congress. It’s like raising the US credit card balance. Although this ceiling has been raised at least 80 times in the past 83 years to cover expenditures, Congress has been increasingly divided about continuing to raise the debt ceiling. Restricting any increase in US borrowing power would cause the US to default on its debts. One alternative, seen by deficit hawks as a way to reduce US debt, is to cut health & social programs. This would have tremendous costs to people dependent on government programs.
Would you do better at reducing the debt than current members of Congress?
Click on the Washington Post debt challenge linkLinks to an external site. & find out:
the Washington Post Debt Challenge Link:

https://www.washingtonpost.com/business/interactive/2023/national-debt-cut-game/?utm_campaign=wp_post_most&utm_medium=email&utm_source=newsletter&wpisrc=nl_most&carta-url=https%3A%2F%2Fs2.washingtonpost.com%2Fcar-ln-tr%2F39fe4aa%2F645e63415dfb5222c4b40a23%2F5dd8634cae7e8a73198511d0%2F15%2F72%2F645e63415dfb5222c4b40a23
Please address the following questions in your post:
What level of debt reduction did you achieve?
What was the reasoning for your choices, that is, what goals were you hoping to achieve by your choices?
Were you satisfied with the result or did you feel like you wanted to try it again?

Your Response Section Heading
Please respond to two classmates’ posts as well as posting your own.
Classmate #1 to response to:
Amari Reece Clark
I got the Diligent Deficient Hawk level of debt reduction. Per my choices, I was able to reduce the debt amount by 6.1 trillion dollars. When making my choices I tried to be as fair as possible while still being realistic about what people need. I also thought about my personal experiences with some of the options. For example, I chose to allow loan forgiveness because I know that loans are incredibly hard to pay back, and though it would increase the debt of America, there were other ways I felt I could have pinched pennies and saved money in the game. Areas I decided to spend less money in were military engagement and international affairs. I do think that both of these areas are very crucial and important for us to put money into but I believe cuts can be made. I understand the importance of helping other countries, especially if we are receiving goods from them, but at a certain point, we are over-extending a budget that is already trillions of dollars in debt for other countries before fixing in-house first. I also did not cut any money that would go towards Medicaid/Medicare or government resources such as food stamps. I think these resources are very necessary to people and that actually more people are in need of it than the number of those who actually receive it. I personally think that if the economy was more equitable, there wouldn’t be as great as a need for government resources. I also chose to make taxes for the rich higher. I believe in equity, so to me it just made sense to tax people with more money a little more. I am very satisfied with the results of the game. I honestly thought with my choices to make public college free and forgive student loan debt I was too far gone to save any money so I am glad I was able to reduce the debt by as much as I did.
Classmate #2 to response to:
Lauren Elyse Cirko
I got the diligent deficit hawk. For most of my choices, I chose to continue funding money in social programs like Medicaid and Medicare and require additional taxes for wealthy corporations and individuals. I believe that welfare programs (like SNAP and Medicaid) are critically important. There are so many individuals and families who experience financial hardship and welfare benefits allows access to obtain basic needs. Those who are wealthy should be taxed at a higher rate. They have the funds and the means to pay for higher taxes while other individuals struggle to make ends meet and pay for groceries. Participating in this game did remind me that the government has to make extremely difficult decisions when choosing to fund or cut these programs. No matter what decisions are made, there will be groups of people who are unhappy with their decisions.
I agree in some capacity with my result, but not entirely. It states that I am skeptical the federal government should expand social programs, but I believe that the government should expand these programs as these programs provide a lifeline for many individuals and families. It would be interesting to try this game again to answer the opposite way.

Select two models used in clinical social work supervision and write a 5-6 page

Select two models used in clinical social work supervision and write a 5-6 page (maximum) essay that addresses the following questions:
According to the scholarly literature, what are the primary components of each model?
According to the scholarly literature, what do the models have in common?
According to the scholarly literature, how do the models differ from one another?
According to the scholarly literature, what knowledge and skills do you need to know/have to use this model competently?
What does the scholarly literature say about the benefits and risks of each model? In addition to the scholarly literature, you may add your own perspective here.
What does the scholarly literature say about the effectiveness of each model? In addition to the scholarly literature, you may add your own perspective here.
Remember that this paper is about clinical supervision in social work. Models refers to types of specific supervisory approaches (eg, relational, reflective, trauma-informed etc.) not the general functions of supervision (administrative, educational, supportive).
You are required to have a minimum of two scholarly references about each model. One of these articles for each model may come from the required reading list for the course. ARTICLES ARE ATTACHED!!!!!
Please use APA style for your essay and references. Use subheadings to organize your essay (do not simply repeat the questions listed above).
****WHEN USING ADDITIONAL ARTICLES ONLY USE UNITED STATES-BASED ARTICLES /WRITTEN BY AUTHORS FROM THE UNITED STATES*****
Be sure to include citations from the articles in every section. Please minimize the number of direct quotes you use in this short paper. There should be no more than one per page (none are required). It is always better to paraphrase and summarize to show your understanding of the material.

American Psychiatric Association. (n.d.). Online assessment measures Links to an

American Psychiatric Association. (n.d.). Online assessment measures Links to an external site.. https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures
TO PREPARE
Access the Online Assessment Measures link in the Learning Resources.
On that site, explore at least three different assessment tools for elderly/aging adults under the various categories. A few that you may consider are: Severity Measure for Depression, Adult; Severity Measure for Separation Anxiety Disorder, Adult; and Severity Measure for Generalized Anxiety Disorder, Adult.
Select one assessment tool that you can see yourself using in practice with elderly/aging adult clients. Do not use a tool that you have chosen previously.
Consider why you have chosen this assessment tool and its strengths and limitations.
With the elderly/aging population in mind, consider common mental health diagnoses for this population and how the assessment tool you have chosen may assist with diagnosis.
BY DAY 7
Submit a 1-page paper analyzing the assessment tool you have chosen:
Why did you select the assessment tool?
Why might it be especially helpful for use with elderly/aging adults?
What challenges or limitations might there be for this assessment tool?
What are two common mental health diagnoses associated with the elderly/aging population, and how might the assessment tool you identified assist with diagnosis?
Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.

Overall Directions Watch the video: https://libproxy.temple.edu/login?url=htt

Overall Directions

Watch the video: https://libproxy.temple.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=103640&xtid=203902Links to an external site.
View the demonstration of behavioral and cognitive strategies.
Complete and submit the assignment using this word file CBT review of clinical work .docx Download CBT review of clinical work .docx
Submit your work here: Session 6: Observation of CBT Skills
Assignment Details
For each of the behavioral (activity diary and activity scheduling) and cognitive (thought catching and reality testing) activities, please comment on what the goal for the worker appeared to be and the extent to which he and the client were able to accomplish this goal.
Video: 29:33
If you can not view the video I will attach a file of the PDF of the entire video and the CBT review of clinical work word doc. , in an attachment file.

Objective: Develop competency in discussing and assessing suicide risk as part

Objective:
Develop competency in discussing and assessing suicide risk as part of clinical social work practice.

Instructions:
The instructor will provide case study vignettes for this assignment. You are required to submit a 1 – 2-page safety assessment and action plan. Your assessment should thoroughly evaluate the following components:
Ideation:
Assess whether the client has thoughts of suicide.

Plan:
Determine if the client has a specific plan for how they would carry out a suicide attempt.

Intent:
Evaluate the client’s intent to act on their suicidal thoughts and plan.

Risk Factors/Protective Factors:
Identify both the risk factors that may increase the likelihood of a suicide attempt and the protective factors that may reduce this risk.

Plan to Keep Client Safe from Harm:
Develop a detailed plan of safety, outlining the actions and interventions that would be taken to ensure the client’s safety. This plan should address immediate steps to manage the client’s risk and long-term strategies to support the client.
Additional Information:
Difference Between a Safety Plan (Contract) and a Plan to Keep Client Safe from Harm:
Safety Plan (Contract):
A safety plan, sometimes referred to as a safety contract, is a collaborative agreement between the clinician and the client. It typically includes a written list of coping strategies, sources of support, and specific actions the client agrees to take if they experience suicidal thoughts. While it serves as a commitment from the client to use these strategies, it is not legally binding and relies on the client’s willingness to adhere to the plan.
Plan to Keep Client Safe from Harm:
This is a comprehensive strategy developed by the clinician to protect the client from self-harm or harm to others. It includes immediate interventions such as removing access to means of suicide, arranging for increased supervision or hospitalization if necessary, and involving family members or other support systems. This plan is more proactive and may involve measures that do not require the client’s agreement, especially in situations where the client is at imminent risk.
Citation Requirement:
Support your assessment and action plan with appropriate references and citations in APA format. Utilize textbooks, peer-reviewed journal articles, and other reputable sources to ensure a thorough and evidence-based approach.
Item
Looking Ahead- Clients for Assessment & Case Study
Looking Ahead- Clients for Assessment & Case Study
Attached Files:
File SWK 613 Case Studys Fall 2024.pdfOpen this document with ReadSpeaker docReader SWK 613 Case Studys Fall 2024.pdf – Alternative Formats (112.542 KB)
Psychosocial Assessment, Diagnostic Evaluation, & Treatment Plan

Part 1: Psychosocial Assessment and Diagnostic Evaluation

Objective:
Complete a comprehensive psychosocial assessment of an adult client, addressing all dimensions of a clinical assessment.
Instructions:
Using the vignette provided by your instructor, complete a Psychosocial Assessment and Diagnostic Evaluation that includes the following areas:
Presenting Problems:
Describe the issues or symptoms that led the client to seek help.
History of the Problem:
Provide a detailed account of the development and progression of the client’s presenting problems.
Family Composition:
Outline the client’s family structure, including significant relationships and dynamics.
Employment/Educational/Learning/Developmental/Military History:
Summarize the client’s work history, educational background, developmental milestones, and any military service.
Medical History:
Detail the client’s physical health, including past and current medical conditions and treatments.
Current or Recent Stressors/Support System:
Identify recent stressors affecting the client and describe their support system.
Spirituality/Religious/Holistic Approach History:
Discuss the client’s spiritual or religious beliefs and practices, as well as any holistic approaches they use.
Legal System Involvement:
Note any involvement the client has had with the legal system, including past or present legal issues.
Family/Environment Relationships:
Explore the client’s relationships with family members and their environment, including living situation and social connections.
Survivorship/Victimization:
Address any experiences of survivorship or victimization, including trauma and abuse history.
Psychiatric History:
Provide an overview of the client’s mental health history, including previous diagnoses and treatments.
Previous Outpatient Treatment:
Detail any prior outpatient mental health treatment the client has received.
Substance Use History:
Describe the client’s history of substance use, including types of substances, frequency, and treatment history.
Current/Past Symptoms:
List and describe current and past psychiatric symptoms experienced by the client.
Narrative Summary:
Write a comprehensive narrative summary that integrates the information gathered in the assessment.
DSM-5 TR Diagnosis(es) with Rationale:
Provide a DSM-5 TR diagnosis or diagnoses for the client, including the rationale for each diagnosis based on the assessment data.

Citation Requirement:
Support your assessment with appropriate references and citations in APA format. Utilize textbooks, peer-reviewed journal articles, and other reputable sources to ensure a thorough and evidence-based approach

Objective: Understand how theory informs clinical practice by identifying thera

Objective:
Understand how theory informs clinical practice by identifying therapy methods, interventions, and goals.
Theory determines methods (intervention/techniques/activities) a clinician uses. It helps provide structure for sorting and organizing structure.
Each week, a specific theory will be highlighted. Your task is to:
Identify a therapy method derived from the week’s theory.
Describe an intervention associated with this method.
Alternatively, you may identify and write a specific therapy goal aligned with the theory.
Citation Requirement:
All sources used to identify and describe the therapy methods, interventions, and goals must be properly cited in APA format. This includes textbooks, peer-reviewed journal articles, and other reputable sources.
This assignment may require additional research beyond the provided textbook. Utilize reputable sources to support your findings.
Example:
Theory: Cognitive Behavioral Therapy (CBT)
Therapy Method: Cognitive restructuring
Intervention: Teaching clients to identify and challenge negative thought patterns.
Goal: Help clients develop healthier thinking patterns to reduce symptoms of depression
Motivational Interviewing: A Bad Example (Presenter: Alan Lyme)
Watch Video
Motivational Interviewing: A Bad Example (Presenter: Alan Lyme)
Duration: 3:14
User: n/a – Added: 7/11/13
This example will help you understand what NOT to do in a motivational interviewing session.
Motivational Interviewing – Good Example – Alan Lyme
Watch Video
Motivational Interviewing – Good Example – Alan Lyme
Duration: 9:24
User: n/a – Added: 7/18/13
This is a good example of motivational interviewing.

Informational Support is identified by Unger and Wandersman (1985) as neighbors

Informational Support is identified by Unger and Wandersman (1985) as neighbors providing information to each other as they interact. This information may be helpful in locating needed resources. Reflecting on the communities of each Wes Moore, please describe how and when each Wes received this from their respective communities. Be specific. Identify how this information was pertinent to their development.
Additional resources:
https://socialworkpodcast.blogspot.com/2018/12/specialcommission.html

Shulman, L. (2016). The skills of helping individuals, families, groups, and communities (8th ed.). Belmont, CA: Brooks/Cole Cengage Learning.
Moore, W. (2010). The other Wes Moore: One name, two fates. New York, NY, Simon & Schuster

Demonstrate your understanding of resilience by comparing and contrasting two ke

Demonstrate your understanding of resilience by comparing and contrasting two key models
discussed in this course. Apply some of these concepts to your life as a student and reflect on
their impact on your life.
Models:
a. The Five Factor Model of Resilience (Brecher)
b. Micro-Resilience (St. John & Haines)
https://www.torontomu.ca/thrivetmu/tiaonline/
the above link contains resources which MUST be referenced according to the rubric. (please let me know id it requires login information)
i have attached course readings, as well as several weeks worth of lectures.