Wiki Project – Advanced Clinical Studies
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Wiki Project – Advanced Clinical Studies
Create an ‘Engagement and Assessment’, ‘Recommendations for Treatment’, and ‘Evaluation’ for the ‘Description of the family system’, ‘Intervention’, and ‘Case Study’ listed below. Use the data from each of these sections to complete the ‘Engagement and Assessment’, ‘Recommendations for Treatment’, and ‘Evaluation’ sections. The following should be
answered for each section:
Engagement & Assessment:
- How will you perform your engagement? How will you perform assessment? What type of assessment will you perform?
Recommendations for treatment:
- What are your recommendations for treatment? How did you come to this conclusion for treatment?
- What is your evaluation? Provide a description of your evaluation.
This should be in APA format. Provide references and in-text citations for all of your information.
Description of the family system:
Family System: Father: Tom Smith (42) Mother: Tina (42) Children: Tom Jr. (16), Paul (13), Lucy (5). Presenting problem: Family of 5 enter treatment because parents announced they are getting divorced. Children are upset.
Engagement & Assessment:
Recommendations for treatment:
The Generalist Intervention Model may assist in collecting data by utilizing multidisciplinary teams to gauge what is programs and techniques may work most effectively for the family and each individual. This methodology can also help in planned changed through problem solving building upon the client-base’s strengths (Kirst-Ashman & Hull, 2018). This can be used as a means to develop strengths with Mr. Smith’s sobriety. There can also be family-centered services that may be a means of support to help the family to succeed and have accountability.
Motivational interviewing techniques can also be used as method for the social worker not to challenge resistance but to use the momentum to further assess the views of the family/individual client (Zastrow & Kirst-Ashman, 2016). This is done in an effort to decrease the probability of the client’s resistance by the social worker not reinforcing resistant behaviors. The use of motivational interviewing also allows the client to construct their own solutions to their problems, therefore decreasing the challenge that the client may predispose is present with the social worker (Zastrow & Kirst-Ashman, 2016). This would be imperative in the restructuring of what will be the family’s new normative dynamics.
Ecological Approach: To integrate multiple levels of treatment goals, which will be used on the family-level.
Solution-Focused Approach: Emotionally focused therapy (EFT) and Solution-focused brief therapy (SFBT)
Tom and Tina Smith are a middle class married couple who have three children Tom Jr. (16), Paul (13) and Lucy (5) who are presenting due to family discord resulting in Tom and Tina announcing that they are getting a divorce. The family is seeking treatment over there impending divorce due to the recent development of Tom being informed that he is not the biological father of his son Paul and his alcohol use as a coping mechanism to deal with this news an undiagnosed mental health concern and the families negative communication patterns. Tom is a seventh grade science teacher and Tina is a high school principal they were married for 18 years before the recent events caused conflict within the family unit. Tom moved out of the family home 8 months ago upon finding out that his wife had an affair with one of his best friends from college and his life has been in a downward spiral ever since.
The children are confused and caught in the middle of the issues that their parents are experiencing and do not know how to navigate the new normal of their family dynamics. Tom and Tina want to be able to co parent in a positive way and communicate with one another as to not put additional strain on the families’ relationship with one another. Tom would also like to get help with his drinking and find healthy coping mechanisms that will allow him to deal with the issues that the family is facing and transition into new relationships with all the members as well as gain an understanding of any undiagnosed mental health diagnosis he may have. The children all need age appropriate help dealing with the issues surrounding the divorce and how to process the family dynamics.
Prior to today’s session each family member was assessed with a therapist to discuss how they were affected by the divorce and the new family dynamics. The children were assessed individually, with special attention being paid to Paul and his perspective on learning that Tom is not his biological father. During this initial assessment the family dynamics within the Smith family were cause for concern. The family has been in the community that they currently live in for the last 15 years and they have support systems in place like the local non-denominational church that they have been attending for the last ten years, neighbors with whom the family has close ties and a large extended family that offers help when and where they can.
When working with families experiencing some of the issues that the Smith family is dealing with it important to be supportive and give careful consideration to the issues that affect how the family interacts moving forward. Also important is gaining an understanding of how the family’s interactions within their systems including work, school, family and community can affect and play an important role in how they are able to cope with the issues. Focus on communication is also vitally important to the family, since misunderstandings can perpetuate the discord and cause additional issues within the unit that is already fractured. With the parents it is important to open the lines of communication and allow them to express the hurt and distrust they may be feeling and allowing the children to grieve the “death” of the family as they once knew it, so that the unit can find a new way to exist and grow together.
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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