Human Behavior and the Social Environment Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Human Behavior and the Social Environment Essay
Assignment: Writing a Treatment Plan
Everything that social workers do is an intervention; therefore, social workers develop treatment plans so that they can outline the purpose of treatment, assist in giving the client direction in the treatment process, allow the social worker to collaborate with the client, and help social workers and clients mark progress toward goals. Depending on where you work as a social worker, your funding source may be dependent upon your treatment plan.
In this Assignment, you develop a treatment plan for a client. In real practice, you should never create a treatment plan without conducting a more thorough assessment and then collaborating with the client to mutually agree on goals and steps to implement the plan. For the purpose of this Assignment, however, you explain how you might go about this process.
To prepare: Watch the video case study found in the Learning Resources. Then, go to the Walden Library and review literature related to interventions for this type of client or problem. Use this information to help develop an individual or family treatment plan for the identified client (Amy, Mrs. Bargas, or Bargas family) with whom you have chosen to work from the case study.
Submit a 3- to 4-page paper in which you:
- Identity the client.
- Describe the problems that need to be addressed.
- Explain how you would work with the client to identify and prioritize problems.
- Identify the related needs based on the identified problems.
- Describe how you would utilize client strengths when selecting a strategy for intervention.
- Identify at least two treatment plan goals.
- Create at least one measurable objective to meet each goal.
- Explain the specific action steps to achieve objectives.
- Discuss evidence from the research literature that supports your intervention choices.
- Describe what information is important to document in a treatment plan and explain why.
Please use at least some of these references
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
- Chapter 5 (pp. 254-294)
Melchert, T. P. (2015). Treatment planning. In Biopsychosocial practice: A science-based framework for behavioral health. Washington, District of Columbia: American Psychological Association.
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999. Early Childhood Education Journal, 36(2), 201–207.
Note: You will access this article from the Walden Library databases.
Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen, S., & Kelly, Y. (2013). A systematic review of studies examining the relationship between reported racism and health and wellbeing for children and young people. Social Science & Medicine, 95, 115–127.
Note: You will access this article from the Walden Library databases.
Svetaz, M. V., Chulani, V., West, K. J., Voss, R., Kelley, M. A., Raymond-Flesch, M., … & Barkley, L. (2018). Racism and its harmful effects on nondominant racial–ethnic youth and youth-serving providers: A call to action for organizational change: The Society for Adolescent Health and Medicine. Journal of Adolescent Health, 63(2), 257-261.
I put the transcript of the video. In addition Amy is being bullied at school.
Southside Community Services: Mrs. Bargas Case History Program Transcript [MUSIC PLAYING] LINDA FORTE: Hi, Mrs. Bargas, I’m Linda Forte, the social worker assigned to your case. It’s nice to meet you. So what brings you in, today? MRS. BARGAS: Well– I’ve been out of work about 3 months. And 2 weeks ago, my husband had a stroke. He’s still in the hospital. So it’s been– a lot, all at once. And the money– I don’t know how going to pay the bills, or the rent. We cannot lose our home. We have five children. LINDA FORTE: Has this been hard on them? It sounds like you’ve been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned. MRS. BARGAS: My daughter Amy– she’s my oldest– she’s been having the hardest time. She’s cutting classes at school and she’s failing two of her courses. LINDA FORTE: So how did you hear about our agency and how can I help? MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could– speak to somebody. LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems? MRS. BARGAS: Maybe. I don’t know. I haven’t really mentioned it to her. But my pastor thinks it’s a good idea. LINDA FORTE: Has Amy ever spoken to the social worker at her school, before? MRS. BARGAS: No, I don’t think so. LINDA FORTE: OK. That’s fine. We can definitely talk about getting Amy some help. But first, why don’t we talk a little bit about work experience. What kind of job are you hoping to find? MRS. BARGAS: Well, before I married my husband, I worked as a nanny. LINDA FORTE: OK. So why don’t we talk a little bit more about that, about who you worked for, and what kind of job duties you had. MRS. BARGAS: Well, I was much younger when I was a nanny. Let me see, it was– more than 12 years ago. But I don’t think I could do that work, now. Maybe Southside Community Services: Mrs. Bargas Case History © 2018 Laureate Education, Inc. 2 I could work in an office. You know, I’m really good at working with people. Can you find me a job in an office? LINDA FORTE: I don’t know. I work with a career counselor, here. She might be able to help you. MRS. BARGAS: I don’t know how I’m going to pay the rent. LINDA FORTE: I know right now is really tough for you. MRS. BARGAS: I just don’t know what to do. Nothing has turned out the way I hoped it would. My whole life. I’m really worried about my daughter, Amy. She’s afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won’t speak. I am so confused. I don’t know what to do with her. I just– I don’t know. LINDA FORTE: It’s OK to be upset. Mrs. Bargas? Are you OK? MRS. BARGAS: I’m sorry, what? LINDA FORTE: Are you all right? [MUSIC PLAYING] LINDA FORTE: Good news. I spoke with the career counselor and she has an available opening for you, tomorrow. She thinks she can help you find a job. MRS. BARGAS: That’s great! Thank you so much. I was wondering, actually, there’s something else that you could help me with. I told you that my husband had a stroke. He’s going to need speech therapy. But it’s– we can’t afford it. And we don’t have any insurance. Is there any chance that you could call his doctor and see if my husband can get this therapy? He really needs it. LINDA FORTE: I may be able to help. But I’m going to need to understand your husband’s situation a little bit better. Is there any way your husband would be willing to sign a release form, so I could talk to the doctor? MRS. BARGAS: You can’t just call his doctor? I give you permission. LINDA FORTE: I’m afraid not. According to HIPAA regulations, the doctor is not allowed to discuss your husband’s condition with me without his consent. Your husband could sign a release of information form, which would then make it possible for me to talk to his doctor. I recommend you go home and talk to your husband about whether he’d want to give his consent. MRS. BARGAS: OK. I will. Thank you so much. You’ve been so helpful. Southside Community Services: Mrs. Bargas Case History © 2018 Laureate Education, Inc. 3
Southside Community Services: Mrs. Bargas and Amy, Transcript LINDA: Thank you for agreeing to come in and meet together. I know I’ve met with the two of you individually, but there are some issues that we need to discuss as mother and daughter. Have you two had a chance to discuss any of the things that have been going on? MRS. BARGAS: Well, it’s hard to talk about anything when I don’t know what you two are talking about. And she doesn’t tell me anything. LINDA: What we do discuss in this office is confidential. But we are going to talk openly now about the issues between the two of you. Mrs. Bargas, can you share some of your concerns that you have about Amy? MRS. BARGAS: I feel like you’re shutting me out. We don’t talk the way we used to. I need you, honey. I’ve got a lot on me right now– work, things with dad. AMY: You’ve got a lot on you? What about me? She’s got me working with my little brother after school. I have to feed him dinner and help with his homework. And I’ve got my own schoolwork to deal with. LINDA: Amy, how would you feel about sharing with your mom what’s been going on at school so that she can better understand? OK. We’ll keep working on that. How do you feel about Amy’s reluctance to talk about this? MRS. BARGAS: Ever since I started working, I feel completely out of touch. I don’t know what’s going on with anyone in the family now. It scares me. LINDA: OK. I think we’ve identified some things that we can work on.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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