The final paper for this class is

The final paper for this class is a 12-15 page integrative assignment that applies your readings and class materials to a particular client who has autism, anxiety, depression, suicidal attempts, and lacks social skills that you are working within your field placement. The purpose of this assignment is to facilitate a deeper understanding of the assessment and problem-solving process. Through this assignments, you will demonstrate skills in assessment and case formulation Please be sure to complete the following components: Client Background Information (removing or replacing identifying information) (1/2 page) Presenting Problem and Problem-for-Work (2-3 pages) Observation of Client or Client System (1-2 pages) Case Theories (4-6 pages) Case Formulation (1-2 paragraphs) Treatment Approach (1/2 – 1 page) Reflection on Positionality and Structure (2-3 pages) Detailed Information About the Assignment can be found here. Client Background Information (1/2 page) Please see the readings and activities in Module 9 for more on client background information. Identify and briefly describe your client (e.g., identifying characteristics such as age, race, ethnicity, gender, sexual orientation, marital status, health, employment, and/or school status, and living arrangements; if a group, such as task group or school group, briefly identify each group member using these categories of information). Include how your client(s) came to the attention of your agency or its social work unit. Identify the reason(s) for the referral (what happened in the present that motivated the referral now?). Identify whether the client or client system was mandated for services or voluntarily chose to receive services. Include a brief summary of relevant historical information, depending on your particular client, family, or client group and how much you know about the client. This section is primarily past tense. The amount of detail of a client’s history varies by practice setting and the specific client situation. If you do not have a lot of background information, you can include what you have Presenting Problems and Problem-for-Work (2-3 pages) Please see modules 3, 9, and 11 for more information on discussing and determining presenting problems and problems-for-work. Discuss the presenting problems the client or clients brought and then describe one problem-for-work for your client(s). (Note: there may be several presenting problems on which you can work; summarize the situation and problems generally, and then, focus on one or two for the purpose of your work with the client and for this analysis. Remember, a problem-for-work may not be the presenting problem (Hepworth et al., 2017, pp. 202-203). The problem-for-work may be an underlying issue that you both agree on, such as grieving a loss or history of trauma. Include an analysis of the problem as the client sees it, as significant others view it, and as other service providers see it). Be as non-judgmental as possible for this section, and avoid labels (Hepworth et al., 2017, p. 242). Focus on description. It is important to capture attitudes and perceptions as they impact relationships and behaviors. Observations (1-2 pages) Please see Modules 4, 5, 9, and 11 for making observations regarding a client’s presentation. Include observations you make regarding the client’s presentation to you of the problem(s) – this includes only what you see, hear or intuitively experience yourself (i.e., observations about your own reactions and the impact on the client) (Bisman, 2014, pp. 104-105). Observations are NOT opinions, but what you see, hear, or intuitively experience or observe about yourself that contributed to the engagement process, selection of the problem-for-work, and development of your case theory (Hepworth et al., 2017, p. 248). For example, “every time I asked Maria about her relationship with her mother, she would change the subject, raising a bit of concern in me. She said she isn’t ready to address that. She did openly discuss how unhappy she was in her job, which led me to think that this may be where we can start.”Here, change theory can be used to inform the case theory – she is in the pre-contemplation phase in terms of recognizing she has a problem with her mother. A discussion of tuning-in with the client (Shulman, 2009) is applicable here as well as it relates to the engagement process. Case Theories (4-6 pages) Please see readings and activities in module 5 for more on case theory construction. Provide at least 2 plausible hypotheses for the cause (etiology) and/or maintenance of the problem-for-work. Make sure that your hypotheses reflect a person-in-environment perspective and you identify and incorporate at least two practice theories we have covered in class that inform your hypotheses such as, cognitive behavioral, psychodynamic, trauma-informed practice. Your application of the theories MUST be explicit (name your theories and describe the principles and what they say about your client and why they are important to inform your hypotheses). You must include relevant references from the readings here. Remember, case theory can change as more information is obtained and/or you have more experience with the client. But it is important to be able to articulate your emerging hypotheses to yourself, your client, and colleagues as you will be continuously testing out your hypotheses or case theory through the assessment and intervention processes. Case Formulation (1-2 paraphs) Please see the discussion and peer review activity in Module 12 to review your work on case formulation with your client. The clinical formulation is your working hypothesis for what is causing and/or maintaining the problem for work. This formulation is a theoretically-based explanation of the information obtained from a clinical assessment. Here is where you tie together the information you gleaned from the first integrative assignment with the case theory that you think best explains the problem for work. A clinical formulation contains the following components: It describes all of the client or client systems challenges and strengths. It proposes hypotheses about the mechanisms causing these challenges. It proposes the recent triggers of the challenges. The origins of the mechanisms. Please structure your clinical formulation to include each of these components. Here is an example: In childhood and adolescence, Jon was brutally teased and humiliated by his father (ORIGINS). As a result, Jon learned the schemas “I’m inadequate, a loser,” and “Others are critical, attacking, and unsupportive of me” (MECHANISMS). These schemas were activated recently by a poor performance evaluation at work (PRECIPITANT). As a result, Jon began having many automatic thoughts (MECHANISMS), including, “I can’t handle this job,” and experienced anxiety and depression (SYMPTOMS, PROBLEMS), with which he coped by avoiding (MECHANISM) important work projects and withdrawing from collegial interactions with both peers and superiors (PROBLEMS). The avoidance caused Jon to miss some deadlines (PROBLEM), which resulted in criticism from his colleagues and boss (PROBLEM) and led to increased sadness, feelings of worthlessness, self- criticism and self-blame, low energy, and loss of interest in others (SYMPTOMS, PROBLEMS). Jon’s low energy and hopelessness (PROBLEM) caused him to stop his regular program of exercise, which exacerbated his pre-diabetic medical condition (PROBLEM). Reflection: Positionality and Structure (2-3 pages) Please see the readings and activities in Modules 2 and 14 specifically to review how you think about positionality and structure. Finn writes that “We construct human difference in terms of cultural practices, gender identity and expression, racial/ethnic identification, social class, citizenship, sexual orientation, ability status, age, livelihood, education, and other forms of identification. Our positionality or location in the social work is shaped in terms of multiple identifications” (Finn, 2016: 26). Discuss how your client’s positionality impacts the presenting problem and the problem for work. ? How do issues of structure influence the presenting problem and the problem for work? How will you address issues of structure with your client? Further, please also reflect on how your positionality shapes your interpretation of the presenting problem and the problem for work. What steps can you take to ensure that your positionality does not overly influence your work with your client or your client system? Finally, please identify one mistake that you made during the course of your work with this client this semester. How do you understand this mistake? What did you learn from it? References Hepworth, D., Rooney, R. H., Rooney, G. D., & Strom-Gottfried, K. (2017). Direct social work practice: Theory and skills, 10th ed. Boston, MA: Cengage Learning. Payne, M. (2014). Modern Social Work Theory, 4th edition. Chicago, IL: Lyceum Books. Module2 Hepworth, D., Rooney, R. H., Rooney, G. D., & Strom-Gottfried, K. (2017). Direct social work practice: Theory and skills, 10th ed. Boston, MA: Cengage Learning. Chapter 4. Operationalizing the Cardinal Social Work Values (pp. 57-88) Finn, J. L. (2016). Just practice: A social justice approach to social work. Oxford University Press. Chapter 3 Excerpt (Values, Ethics, Vision): Power, Context, History (pp.117-133). Module3 Hepworth, D., Rooney, R. H., Rooney, G. D., & Strom-Gottfried, K. (2017). Direct social work practice: Theory and skills, 10th ed. Boston, MA: Cengage Learning. Chapter 5. Building Blocks of Communication: Conveying Empathy and Authenticity (p. 91-137) Chapter 6. Verbal Following, Exploring, and Focusing Skills (pp. 138-167) Module4 Hepworth, D., Rooney, R. H., Rooney, G. D., & Strom-Gottfried, K. (2017). Direct social work practice: Theory and skills, 10th ed. Boston, MA: Cengage Learning. Chapter 7. Eliminating Counterproductive Communication Patterns and Substituting Positive Alternatives (pp. 168-186) Chapter 17. Additive Empathy, Interpretation, and Confrontation (pp. 512-534) Bisman, C. (2014). Social work: Value-guided practice for a global society. New York: Columbia University Press. Chapter 5: Respect and dignity in relationships (pp. 130-160) Module5 Bisman, C. D. (1999). Social work assessment: Case theory construction. Families in Society, 80(3), 240-246. Payne, M. (2014). Modern Social Work Theory, 4th edition. Chicago, IL: Lyceum Books. Chapter 1: The social construction of social work theory (pgs. 1-29) Chapter 2: Evaluating social work theory (pgs.31-63) Chapter 3: Connecting theory and practice (pgs. 65-86) Module 9 Hepworth, D., Rooney, R. H., Rooney, G. D., & Strom-Gottfried, K. (2017). Direct social work practice: Theory and skills, 10th ed. Boston, MA: Cengage Learning. Chapter 8. Assessment: Exploring and Understanding Problems and Strengths (pp. 186-215) Chapter 9. Assessment: Intrapersonal, Interpersonal, and Environmental Factors (pp. 216-250) Bisman, C. (2014). Social work: Value-guided practice for a global society. New York: Columbia University Press. Chapter 4: Evidence for knowledge-guided assessments (pp. 93-129) Module11 Hepworth, D., Rooney, R. H., Rooney, G. D., & Strom-Gottfried, K. (2017). Direct social work practice: Theory and skills, 10th ed. Boston, MA: Cengage Learning. Chapter 18. Managing Barriers to Change (pp. 535-566) Module14 Austin, M. J., Anthony, E. K., Knee, R. T., & Mathias, J. (2016). Revisiting the relationship between micro and macro social work practice. Families in Society, 97(4), 270-277. Bosk, E. A. (2013). Between badness and sickness: Reconsidering medicalization for high risk children and youth. Children and Youth Services Review, 35(8), 1212-1218. Heron, B. (2005). Self-reflection in critical social work practice: subjectivity and the possibilities of resistance. Journal of Social Work Education, 6(3), 3441-3451. Wood, G.G., & Tully, C.T. (2006). The structural approach to direct practice in social work: A social constructionist perspective (3rd ed.). New York: Columbia University Press. SCIENCE HEALTH SCIENCE NURSING SOCIAL WOR 19:910:500

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