The treatment model most likely to be effective  with a suicidal and substance abusing person is:  a.Mindfulness-based treatment.  b.Transtheoretical model of change (TTM).  c.Motivational interviewing (MI).  d.Dialectical behavior therapy (DBT).  e.Self-determination theory (SDT). 

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The treatment model most likely to be effective

with a suicidal and substance abusing person is: 

a.Mindfulness-based treatment. 

b.Transtheoretical model of change (TTM). 

c.Motivational interviewing (MI). 

d.Dialectical behavior therapy (DBT). 

e.Self-determination theory (SDT). 

5 points    

Question 2

 

Addiction professionals today: 

A. May have a background that includes personal recovery from addictive behavior. 

B. Have to meet credentialing requirements that include education in theories of addiction. 

C. Frequently cling to a favorite theory and disregard other theories. 

D. Need to be flexible to tailor individualized or customized care to clients. 

E. All of the above. 

5 points    

Question 3 

 

Behaviorists expect relapses to occur early in recovery because: 

A. The addicted individual’s condition has not progressed to the disease stage. 

B. Many of the rewards of recovery come only after long periods of sobriety. 

C. Negative consequences for addictive behavior are quickly forgotten. 

D. Poor impulse control. 

E. They have not hit bottom. 

5 points    

Question 4

 

Voucher-based treatment for cocaine dependence: 

A.  Pays addicts for clean urine specimens. 

B. Includes relationship counseling. 

C. Is a community reinforcement approach to treatment. 

D.  Behavioral treatment component had better results than those in 12-Step drug counseling. 

E. All of the above. 

5 points    

Question 5

 

This approach has been shown

to be more effective than peer-based CBT (cognitive-behavioral therapy)

groups to reduce high-severity substance-related behaviors among ethnic minority youth: 

A. BSFT (Brief Strategic Family Therapy). 

B. FFT (functional family therapy). 

C. MDFT (multidimensional family therapy). 

D. MST (multisystemic family therapy). 

E. None of the above (they are about equal). 

5 points  C  

Question 6 

 

The model of addiction enjoying the greatest support

from the law enforcement and prison industries is: 

A. Alcoholics Anonymous. 

B. Moral models of addiction. 

C. Disease models of addiction. 

D. Psychological models of addiction. 

E. Social models of addiction. 

5 points    

Question 7 

 

The foundations of addiction treatment in the United States today are the: 

A. Moral models of addiction 

B. Disease models of addiction 

C. Psychological models of addiction 

D. Social models of addiction 

E. All of the above 

5 points    

Question 8 

 

Family roles in a family suffering from the disease of addiction may: 

A. Become overly flexible. 

B. May result in a scapegoat who also acts as a family clown. 

C. May result in a lost child who acts out and may become delinquent. 

D. May result in a family hero who attempts to do everything right. 

E. May result in a mascot who withdraws in order to cope. 

5 points    

Question 9 

 

The social learning theory (SLT) proposed by Albert Bandura is also known as: 

A. Self-efficacy. 

B. A cognitive model. 

C. Social cognitive theory. 

D. Self-efficacy theory. 

E. All of the above. 

5 points    

Question 10 

 

Public Health 

A. Is concerned with promoting and protecting health of populations. 

B. Is often contrasted with medicine which focuses on the individual. 

C. Replaced a focus on miasma (invisible toxic matter from the earth) as the cause of disease. 

D. Replaced the sanitary movement in many cities in the late 1800s. 

E. All of the above. 

5 points    

Question 11 

 

Relapsing to addictive behavior is viewed as a learning experience

that can be used to strengthen gains made in treatment by the: 

A. Moral models of addiction. 

B. Disease models of addiction. 

C. Psychological models of addiction. 

D. Social models of addiction. 

E. All of the above. 

5 points    

Question 12 

 

LifeSkills Training (LST): 

A. Is today one of the most widely used, evidenced-based prevention programs. 

B. Is restricted to high school students in predominantly white neighborhoods. 

C. Trains students on actions of drugs and medical and legal consequences. 

D.  Is conducted in week-long sessions during summer breaks. 

E. All of the above. 

5 points    

Question 13 

 

Respondent conditioning (classical conditioning, Pavlovian conditioning)

helps explain why repeated drug use in the same environment may result in: 

A. Overdose. 

B. Addiction. 

C. Drug tolerance. 

D. Withdrawal. 

E. Paranoia. 

5 points    

Question 14 

 

Behaviorists believe that adaptive behaviors as well as maladaptive behaviors

like addiction are the result of: 

A. Conditioning. 

B. Learning. 

C. Genetic inheritance. 

D. A disease process. 

E. Immoral behavior. 

5 points    

Question 15 

 

The recommendation to address cognitive, behavioral and

social factors in efforts to overcome addictive behavior is best represented by: 

A. Alcoholics Anonymous. 

B. Moral models of addiction. 

C. Disease models of addiction. 

D. Psychological models of addiction. 

E. Social models of addiction. 

5 points    

Question 16 

 

Delay discounting is when behavioral consequences

or reinforcers are delayed into the future and as a result they: 

A. Increase their value and effectiveness in influencing choices. 

B. Decrease their value and effectiveness in influencing choices. 

C. Decrease the chance of relapse. 

D. Increase the likelihood of maintaining sobriety. 

E.  Depends on the individual. 

5 points    

Question 17 

 

It may be convenient to refer to addiction as a “brain disease” but: 

A. This is insufficient and possibly misleading. 

B. Singular and absolute explanations for addiction are ill-informed

or championing a social/political cause. 

C. Addiction is extremely complex and arises from multiple pathways. 

D. There is not one way to explain addiction. 

E. All of the above. 

5 points    

Question 18 

 

During the 13 years of Prohibition in the United States (1920-1933): 

A. The early movement to medicalize alcoholism gained strength. 

B. Alcohol consumption decreased by an estimated 70%. 

C. Drug addiction increased rapidly. 

D. Physicians prescribed alcohol for more medical ailments like diabetes and old age. 

E. All of the above. 

5 points    

Question 19 

 

Harm reduction approaches to addiction treatment: 

A. Are most appropriate for persons not in treatment and not highly motivated to change 

B. Are highly controversial especially in the United States 

C. Incorporate stages of change thinking from the transtheoretical model (TTM) 

D. Encourages autonomy similar to motivational interviewing

(MI) and self-determination theory (SDT) 

E. All of the above. 

5 points    

Question 20 

 

Due to evidenced-based practice (EBP) and changes in health care law,

it is projected that all counselors in the addictions field will soon be

required to possess at least: 

A. A high school diploma and some certification training. 

B. A bachelor’s degree in an addiction-related field (psychology, nursing). 

C. A master’s degree. 

D. A doctorate (PhD or MD). 

E. Three years of sobriety. 

5 points    

Save and Submit 

 

Click Save and Submit to save and submit. Click Save All Answers to save all answers. 

.Identify the most accurate sentential counterpart to the natural language proposition “If Smith increases enrollment, then both Baylor and Rice do not raise tuition.” S = “Smith increases enrollment”; B = “Baylor raises tuition”; R = “Rice raises tuition” Select one:

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1…Identify the most accurate sentential counterpart to the natural language proposition

“If Smith increases enrollment, then both Baylor and Rice do not raise tuition.”

S = “Smith increases enrollment”; B = “Baylor raises tuition”; R = “Rice raises tuition”

Select one:

a.

S → (∼B • ∼R)

b.

(∼B • ∼R) ∨ S

c.

(∼B • ∼R) → S

d.

S → ∼(B • R)

e.

∼ (B • R) → S

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Identify the most accurate sentential counterpart to the natural language proposition.

“Either Redbook increases circulation or both Glamour hires models and Cosmo raises its price.”

R = “Redbook increases circulation”; G = “Glamour hires models”; C = “Cosmo raises its price”

Select one:

a.

R ∨ G • C

b.

R → (G • C)

c.

R • (G ∨ C)

d.

(G • C) → R

e.

R ∨ (G • C)

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Time expands coverage, then neither Money hires new writers nor Forbes solicits new advertisers.”

T = “Time expands coverage”; M = “Money hires new writers”; F = “Forbes solicits new advertisers”

Select one:

a.

T → (∼M ∨ F)

b.

T → ∼ (M ∨ F)

c.

T → (∼M ∨ ∼F)

d. T → ∼(M • F)

e. ∼ (M ∨ F) → T

Question 4

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Identify the most accurate sentential counterpart to the natural language proposition.

“If People raises its price, then either Time expands coverage or Newsweek does not increase circulation.”

P = “People raises its prices”; T = “Time expands coverage”; N = “Newsweek increases circulation”

Select one:

a. P → T ∨ ∼N

b.

(P → T) ∨ ∼N

c. (T ∨ ∼N) → P

d.

P → (T ∨ ∼N)

e.

P → (T ∨ N)

Question 5

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Identify the most accurate sentential counterpart to the natural language proposition.

“Either Safeco reduces premiums and Geico cuts costs or Farmers hires agents.”

S = “Safeco reduces premiums”; G = “Geico cuts costs”; F = “Farmers hires agents”

Select one:

a. S • (G ∨ F)

b. (S • G) → F

c.

(S • G) ∨ F

d. (S ∨ G) • F

e.

S ∨ (G • F)

Question 6

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Liberty opens new offices, then not both Travelers and Conseco run an ad.”

L = “Liberty opens new offices”; T = “Travelers runs an ad; C = “Conseco runs an ad”

Select one:

a. L → ∼ (T • C)

b. ∼ [C • (L → C)]

c.

L → (∼T • ∼C)

d.

∼ (T • C) → L

e.

(∼T • ∼C) → L

Question 7

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Identify the most accurate sentential counterpart to the natural language proposition.

“If neither Safeco cuts costs nor Travelers runs an ad, then Progressive increases its territory.”

S = “Safeco cuts costs”; T = “Travelers runs an ad”; P = “Progressive increases its territory”

Select one:

a. ∼ (S ∨ T) → P

b.

P → (∼S ∨ ∼T)

c.

(∼S ∨ ∼T) → P

d.

(S ∨ T) → P

e. P → ∼(S ∨ T)

Question 8

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Identify the most accurate sentential counterpart to the natural language proposition.

“If either Nationwide or Geico does not open new offices, then Metropolitan does not hire agents.”

N = “Nationwide opens new offices”; G = “Geico opens new offices”; M = “Metropolitan hires agents”

Select one:

a.

(∼N ∨ ∼G) → ∼M

b.

(∼N • ∼G) → ∼M

c.

∼ (N ∨ G) → ∼M

d.

∼N ∨ (∼G → ∼M)

e.

∼[ (N ∨ G) → M]

Question 9

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Identify the most accurate sentential counterpart to the natural language proposition.

“If Progressive expands coverage then both Liberty and Conseco do not cut costs.”

P = “Progressive expands coverage”; L = “Liberty cuts costs”; C = “Conseco cuts costs”

Select one:

a.

(∼L • ∼C) → P

b.

P → (∼L • ∼C)

c.

P → ∼ (L • C)

d.

P → (∼L ∨ ∼C)

e.

P → (L • ∼C)

Question 10

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Identify the most accurate sentential counterpart to the natural language proposition.

“If either Farmers runs an ad or Nationwide cuts costs, then if Safeco expands coverage then Geico pays a dividend.”

F = “Farmers run an ad”; N = “Nationwide cuts costs”; S = “Safeco expands coverage”; G = “Geico pays dividends”

Select one:

a.

(F ∨ N) → (G → S)

b.

[F → (S → G)] ∨ [N → (S → G)]

c.

[(F ∨ N) → S] → G

d.

(F ∨ N) → (S → G)

e.

F ∨ [N → (S → G)]

Question 11

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Determine the argument form below:

1. H → ∼ M

2. M

3. ∼ H

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 12

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Determine the argument form below:

1. ∼ D → N

2. D

3. ∼N

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 13

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Question text

Determine the argument form below:

1. ∼ S

2. ∼ S → F

3. F

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 14

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Determine the argument form below:

1. S ∨ ∼T

2. ∼ S

3. ∼ T

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 15

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Determine the argument form below:

1. ∼J → C

2. C → ∼T

3. ∼J → ∼T

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive syllogism

g. affirming the consequent

h. denying the antecedent

Question 16

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Determine the argument form below:

1. L

2. ∼N → L

3. ∼N

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 17

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Determine the argument form below:

1. G ∨ ∼T

2. (G → ∼H) • (∼T → A)

3. ∼H ∨ A

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 18

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Determine the argument form below:

1. K ∨ ∼B

2. B

3. K

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 19

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Determine the argument form below:

1. [P ∨ (D → T)] → ∼ (C • R)

2. [P ∨ (D → T)]

3. ∼ (C • R)

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

d. hypothetical syllogism

e. constructive dilemma

f. destructive dilemma

g. affirming the consequent

h. denying the antecedent

Question 20

Not yet answered

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Question text

Determine the argument form below:

1. (T → W) → [K • (E → Q)]

2. ∼ [K • (E → Q)]

3. ∼ (T → W)

Select one:

a. modus ponens

b. modus tollens

c. disjunctive syllogism

The Impact of Group Membership

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The Impact of Group Membership

Sue and Sue (2016) illustrated similarities and differences among people, and the powerful influence of perceived group membership on how we view others and how we view ourselves. Read the Buckingham, Frings, and Albery article provided in the Resources section, and discuss the impact of group membership or memberships as they relate to the treatment of addiction.

Assignment 1: Creating a Single-System (Subject) Design Study

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Assignment 1: Creating a Single-System (Subject) Design Study

The steps at the heart of single-system (subject) research are part of the everyday practice of social work. Each day social workers implement interventions to meet clients’ needs and monitor results. However, conducting proper single-system (subject) research entails far more than these simple day-to-day practices. Proper single-system research requires a high degree of knowledge and commitment. Social workers must fully understand the purpose of single-system (subject) research and the variations of single-system (subject) design. They must develop a hypothesis based upon research and select the right design for testing it. They must ensure the reliability and validity of the data to be collected and know how to properly analyze and evaluate that data. This assignment asks you to rise to the challenge of creating a proposal for a single-subject research study.

To prepare for this Assignment, imagine that you are the social worker assigned to work with Paula Cortez (see the case study, “Social Work Research: Single Subject” in this week’s resources). After an initial assessment of her social, medical, and psychiatric problems, you develop a plan for intervention. You also develop a plan to monitor progress in your work with her using measures that can be evaluated in a single-system research design. As a scholar practitioner, you rely on research to help plan your intervention and your evaluation plan.

Complete the Cortez Family interactive media in this week’s resources. Conduct a literature search related to the chronic issues related to HIV/AIDS and bipolar mental disorder. Search for additional research related to assessing outcomes and theoretical frameworks appropriate for this client. For example, your search could include terms such as motivational interviewing and outcomes and goal-oriented practice and outcomes. You might also look at the NREPP database identified in Week 1, to search for interventions related to mental health and physical health.

Submit a 5-page proposal/research plan for single-system (subject) evaluation for your work with Paula Cortez. Identify the problems that you will target and the outcomes you will measure, select an appropriate intervention or interventions (including length of time), and identify an appropriate evaluation plan.

Include a description of:

· The problem(s) that are the focus of treatment

· The intervention approach, including length of time, so that it can be replicated

  • A summary of the literature        that you reviewed that led you to select this intervention approach

· The purpose for conducting a single-system (subject) research evaluation

· The measures for evaluating the outcomes and observing change including:

  • Evidence from your literature        search about the nature of the measures
  • The validity and reliability        of the measures
  • How baseline measures will be        obtained
  • How often follow-up measures        will be administered

· The criteria that you would use to determine whether the intervention is effective

· How the periodic measurements could assist you in your ongoing work with Paula

References (use 5 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· Chapter 9, “Is the Intervention Effective?” (pp. 226-244: Read from “Client Satisfaction & Effectiveness” to “Target Problem Scale”)

Document: Corcoran, K., & Hozack, N. (2010). Locating assessment instruments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 65–74). Thousand Oaks, CA: Sage. (PDF)

Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Document: Mattaini, M. A. (2010). Single-system studies. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 241–273). Thousand Oaks, CA: Sage. (PDF)

Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Tankersley, M., Cook, B. G., & Cook, L. (2008). A preliminary examination to identify the presence of quality indicators in single-subject research. Education & Treatment of Children, 31(4), 523–548.

Laureate Education (Producer). (2013b). Cortez family [Interactive media]. Retrieved from 

Cortez Family: A Meeting of an Interdisciplinary Team

 

Paula has just been involuntarily hospitalized and placed on the psychiatric unit, for a minimum of 72 hours, for observation. Paula was deemed a suicidal risk after an assessment was completed by the social worker. The social worker observed that Paula appeared to be rapidly decompensating, potentially placing herself and her pregnancy at risk.

Paula just recently announced to the social worker that she is pregnant. She has been unsure whether she wanted to continue the pregnancy or terminate. Paula also told the social worker she is fearful of the father of the baby, and she is convinced he will try to hurt her. He has started to harass, stalk, and threaten her at all hours of the day. Paula began to exhibit increased paranoia and reported she started smoking again to calm her nerves. She also stated she stopped taking her psychiatric medications and has been skipping some of her HIV medications.

The following is an interdisciplinary team meeting being held in a conference room at the hospital. Several members of Paula’s team (HIV doctor, psychiatrist, social worker, and OB nurse) have gathered to discuss the precipitating factors to this hospitalization. The intent is to craft a plan of action to address Paula’s noncompliance with her medications, increased paranoia, and the pregnancy.

Physician 

Dialogue 1

Paula is a complicated patient, and she presents with a complicated situation. She is HIV positive, has Hepatitis C, and multiple foot ulcers that can be debilitating at times. Paula has always been inconsistent with her HIV meds—no matter how often I explain the need for consistent compliance in order to maintain her health. Paula has exhibited a lack of insight into her medical conditions and the need to follow instructions. Frankly, I was astonished and frustrated when she stopped her wound care treatments and started to use chamomile tea on her foot ulcers. Even though we have educated her to the negative consequences of stopping her meds, and trying alternative medications instead, she continues to do so.

Psychiatrist

Dialogue 1

As Paula’s psychiatrist for close to 10 years, I have followed her progress in and out of the hospital for quite a while—and I know her very well. She is often non-compliant with her medications, randomly stopping them after she reports she doesn’t like the way they make her feel. She has been hospitalized to stabilize her medications several times over the last 10 years, although she has managed to stay out of the psychiatric unit for the last three. Recently, she had seemed to appreciate the benefits of taking her medications and her compliance has much improved. She had been seeing her social worker regularly, and her overall mental health and physical health were improving. This has changed recently, after several stressful life events. We learned that Paula was pregnant by a man she met briefly at a local flower shop. She also reports he has been harassing her with threatening phone calls and unwarranted visits to her home. Paula disclosed to the social worker that she was neither eating nor taking her medication—and she had not gotten out of bed for days. Her decompensation was rapid and extremely worrisome and, therefore, called for a 72-hour hold.

OB Nurse

Dialogue 1

I have not known the patient long, but it does appear that she is trying her best to deal with a very difficult situation. Pregnancies are stressful times for even the healthiest of women. For Paula to learn she is pregnant at 43—in addition to her HIV and Hepatitis status and her bipolar diagnosis—must be so overwhelming. Adding to this, she has come to her two appointments alone and stated she has no one to bring along with her. When I inquired about the father of the child, she said he’s a bad man and he won’t leave her alone. She seemed truly frightened of him and appears convinced he will hurt her.

Social Worker

Dialogue 1

When Paula came to me and told me she was pregnant, I was indeed shocked by this announcement. She had never mentioned dating anyone, and with her multiple medical and psychiatric issues, I never thought this would be an issue we would address. Paula and I have developed a strong working relationship over the last two years, and she has shared many private emotions and thoughts. This relationship has been tested, though, since I suggested she be admitted to the hospital. Paula was furious with me, accusing me of locking her up and not helping her. It will take time to repair our working relationship. Once I rebuild that rapport, we will need to work together to find a way to address all of her concerns. We will need a plan that will address her medical needs, her psychiatric needs, and the needs of her unborn child.

Physician

Dialogue 2

As far as her pregnancy, if Paula doesn’t take her HAART medications religiously, she risks having a baby who is HIV positive. I am concerned about how she is going to care for a baby with her multiple medical issues. On the practical side, I wonder how she will physically care for this child. She has a semi-paralyzed right hand and walks with a limp. Additionally, when her foot ulcers flare up, she can barely put pressure on her feet. Newborns take a lot of time and energy, and I am not sure she has the capacity to handle the needs of an infant—let alone a toddler. I have not made any formal recommendations to Paula regarding whether to continue the pregnancy, but I have told Paula that, if she does decide to have the child, she must take her HAART medications every day. I explained that this is vital to her health and the health of her unborn child.

Psychiatrist

Dialogue 2

When her social worker, who I am in regular contact with, informed me that Paula announced she was pregnant, I was obviously concerned. Knowing Paula as well as I do, I felt I could be honest with her and give her my opinion about the situation. I told her that she should abort. Based on her medical history, including her physical and mental health disabilities, I did not believe she had the capacity to care for this unborn child. She has absolutely no support at all, outside of the treatment team, and would have no familial assistance to take care of this child. My recommendation for abortion was only solidified when we had to involuntarily hospitalize her. I fear that Paula cannot take care of herself, and she cannot be trusted to take her medications. If she does decide to continue with the pregnancy, my recommendation would be that she stay on the psychiatric unit for her entire pregnancy. That way, we will know that she is taking her medications and that the fetus is safe.

OB Nurse

Dialogue 2

Paula is most definitely a high-risk pregnancy, but that does not mean she can’t have a healthy baby. If she keeps up with her HAART medications and comes to her prenatal visits, there’s no reason this baby can’t be born healthy and HIV negative. My larger concern is with the pain medications she takes for her foot ulcers. There is a slight chance the baby will be born addicted to them. We would have to plan for a stay in the NICU if that occurs. While Paula clearly started to decompensate and exhibited some very risky behaviors recently, I think we should try and understand the stress she has been under. While it is not my place to tell the patient what she should do about a pregnancy, I don’t see that we would have to recommend termination.

Social Worker

Dialogue 2

Paula has overcome many obstacles in her life, but a baby—at her age and with her medical profile—is very different. Paula has made many bad decisions in her life, and the decision to keep this baby may or may not be the best for both her and the child. That being said, if her decision is to continue the pregnancy, we need to find a way to face the mountain of obstacles. She has little to no social support, and there will be many difficulties she will face caring for the baby alone. Paula also has limited financial resources and will need to apply for WIC and Medicaid. There are the numerous supplies that we will need to obtain, such as a crib, clothing, diapers, and formula. She has historically been unreliable about following up with referrals, so she is going to need a lot of encouragement and support. Honestly, I may not believe this pregnancy is a good idea, although I would never tell her that—that’s not up to me or anyone else. We all, ultimately, need to accept her decision and move on. Our goal now is to help Paula make it safely through this pregnancy and work on a plan to help her care for this baby once it is born. I don’t agree that she should be kept on the psychiatric unit for the next seven or eight months. Allowing Paula to play an active role in preparing for the baby is an important task, and she will need to be out in the community and in her home taking care of things. We have to show that we believe in her and her willingness to manage this situation to the best of her ability. We need to affirm her strengths and support her weaknesses.

Assignment 1: Eating Disorders

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Assignment 1: Eating Disorders

 

Cultures idealizing thinness, pressure from peers to fit in, and constant images of bodily perfection shown by mass media, along with additional physiological and psychological factors, can combine to create the perfect storm for adolescents struggling with eating disorders. For this Assignment, choose one peer-reviewed research study about eating disorders that focuses on a minority group of adolescents. Consider connections between physiological development, adolescence, and eating disorders.

 

·      Submit a 2-page paper for which you articulate a position on eating disorders in adolescent girls from diverse racial and cultural experiences.
 
·      Explain how the position is related to the biological and/or physiological development as well as psychological development of adolescent girls.
 
·      Further, explain how such findings can inform evidence-based social work practice.

 ·      Please use the Learning Resources and the research study you identified to support your answer.

 

 

 

References (use at least 2)

 

AbigailNatenshon.com. (2011). Abigail H. Natenshon: Empowered parents. Retrieved from http://www.abigailnatenshon.com/

 

 

Cheney, A. M. (2011). Most girls want to be skinny: Body (dis)satisfaction among ethnically diverse women. Qualitative Health Research, 21(10), 1347–1359.

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

Chapter 6 (pp. 295-332).

 

 

Assignment 2: Multiracial Discrimination

 

Dalmage (2013) writes, “Parents and teachers should be aware of the unique forms of discrimination faced by multiracial children and the White supremacist system in which discrimination flourishes” (p. 101). As social workers, we should be aware of our own understanding of what it means to be multiracial in society. This awareness includes a review of our own potential biases that might exist. We need to challenge our own personal ideas about how we categorize individuals and those assumptions that follow along with those categories. Rather, we must respect our client’s experience as a multiracial person in the world, beginning with asking him or her how they would define themselves when completing an intake or assessment form. Further, a social worker must be aware of the many forms of racism and prejudice a person with a multiracial background might experience. As Dalmage discusses, judgment comes from many sides with different intentions and expectations. Being aware of the particular forms of racism that a person who is multiracial will experience will give you the ability to do your best to understand their experience and empathize.

 

·      Submit a 2-page paper. Describe the impact of discrimination on individuals of multiracial backgrounds.
·      Describe the impact of biracial/multiracial or multiethnic distinction on our society.
 
·      Justify your response. How do these distinctions relate to social work practice with individuals, families, groups, and communities?
 
·      Be sure to use APA formatting and references from the Learning Resources and two additional peer-reviewed resources from the Walden library about the discrimination against biracial and multiracial individuals.
References (use at least 3-4)

 

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.

Chapter 11, (pp. 77–86)

Chapter 12, (pp. 86–92)

Chapter 14, (pp. 96–101)

Chapter 15, (pp. 102–109)

 

Bracey, J. R., Bamaca, M. Y., & Umana-Taylor, A. (2004). Examining ethnic identity and self-esteem among biracial and monoracial adolescents. Journal of Youth and Adolescence, 33(2), 123-123+. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.proquest.com/docview/204652736?accountid=14872

 

 

Johnson, N. L. (2009). Counselors’ measures of attitudes and knowledge of working with biracial and multiracial youth (Order No. 3400147). Available from ProQuest Central. (304927059). Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.proquest.com/docview/304927059?accountid=14872

 

National Association of Social Workers. (2007). Institutional racism & the social work profession: A call to action. Retrieved from http://www.socialworkers.org/diversity/InstitutionalRacism.pdf

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Williams, R. F. (2009). Black-white biracial students in american schools: A review of the literature. Review of Educational Research, 79(2), 776-804. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.proquest.com/docview/214135707?accountid=14872

 

The Unit 6 Assignment requires you to apply the theories, concepts, and research that you have covered so far this term to a hypothetical case study. Your answers to the questions and completed graph should consist of information from the text and supplemental readings.You also may use sources from the Kaplan library or other credible Internet sources, but your primary sources should be the readings assigned for the course.

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The Unit 6 Assignment requires you to apply the theories, concepts, and research that you have covered so far this term to a hypothetical case study. Your answers to the questions and completed graph should consist of information from the text and supplemental readings.You also may use sources from the Kaplan library or other credible Internet sources, but your primary sources should be the readings assigned for the course.

Read each Case Study and answer the questions below. You will need to write 2–3 typed pages for each case in order to address all required parts of the project.Answers to the questions should be typed in an APA formatted Word document, double-spaced in 12-point font and submitted to the Dropbox.

Your final paper must be your original work; plagiarism will not be tolerated. Be sure to review the Syllabus in terms of what constitutes plagiarism.Please make sure to provide proper credit for those sources used in your case study analysis in proper APA format. Please see the APA Quick Reference for any questions related to APA citations. You must credit authors when you:

  1. Summarize a concept, theory or research
  2. Use direct quotes from the text or articles

Read Case Study 1: Martin

Martin, a behavior analyst, is working with Sara, a 14-year-old girl with severe developmental delays who exhibits self-injurious behavior (SIB). Sara’s target behavior is defined as pulling her hair, biting her arm and banging her head against the wall. After conducting a functional analysis, Martin decided to employ an intervention program consisting of differential reinforcement of other (DRO) desired behavior. Martin collected data on Sara’s SIB before and during the intervention. Below is a depiction of the data that Martin collected:

Sara’s Frequency of SIB

BASELINE Occurrences DRO Occurrences
22 5
25 5
27 3
26 2

 

Address the following questions, and complete the following requirements:

  1. Create a basic line graph using Microsoft Excel, to be included in your Word document. The graph should depict the data provided in this case study. You should only need to create one graph, with SIB depicted, both in baseline and in intervention.
  2. What type of research design did Martin employ when working with Sara? What is an advantage and a disadvantage of using this research design?
  3. According to the data in the graph, was the intervention that Martin selected effective in modifying Sara’s self-injurious behavior?
  4. Martin had considered using an ABAB reversal design when working with Sara. What are some ethical implications of selecting a reversal design when working with the type of behavior problems that Sara was exhibiting?
  5. Martin’s supervisor requested a graph of the data he collected when working with Sara. Why are graphs useful in evaluating behavior change?
  6. Discuss how a graph demonstrates a functional relationship. Identify whether the graph that you created using the data provided in this section depicts a functional relationship.