REPLY TO 4 CLASSMATES POST FOR SOCIAL WORK (Waldne) only 75 word each

AC: 

I would like to work with abused children or children who may have a disability ages 6-12. I reviewed the LEC, Life Event Checklist, however, it does not seem to be kid friendly or cover the sexual abuse or neglect that is considered to be traumatizing(SAMSHA,nd).  

Youth instruments ranged from 21-24 items and were intended for administration in youths 2-18. Both youth instruments could be used as screening tools; only the Child PTSD Symptom Scale  could be used for diagnostic purposes. Both instruments could be used for treatment monitoring/evaluation purposes (Beidas et al, 2015).  This tool is used to assess symptoms of trauma.

By completing the above mentioned assessment, I will gather information that will explain the level of anxiety symptoms that the client is encountering. In addition, the assessment will assist me with diagnoses and treatment monitoring (Beidas et al, 2015).

Beidas, R. S., Stewart, R. E., Walsh, L., Lucas, S., Downey, M. M., Jackson, K., … & Mandell, D. S. (2015). Free, brief, and validated: Standardized instruments for low-resource mental health settings. Cognitive and behavioral practice, 22(1), 5-19. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4310476/

SAMSHA. (n.d.) Screening tools. Retrieved from https://www.integration.samhsa.gov/clinical-practice/screening-tools

AC:

Assessment is understanding and learning about personal issues. Assessment is described as a method of issue determination and particular that is guided in social work by an individual in a situation frameworks direction (Congress, 2013). The screening tool is for assessing the conceivable presence of a specific result.

The population that I would like to work with is child abuse. The tools I would use in practice with this population are trauma-informed care. These tools include a Stressful Life Experience checklist, Primary Care Post Traumatic Stress Disorder Screen and Anger, and Numbness tool.

These particular tools with this populace can be useful since they are short and won’t keep going long enough for the child to progress towards becoming re-traumatized. Using the screening tool will enable the social worker to consider the client’s perspective on the effect of the trauma occasions on life working, discover trauma-related signs, and to support the client and social worker distinguish the trauma in their past that is distressing. This evidence is indicated on the (Integration.samhsa.gov, 2019). It is significant that the screening tool tends to be both external and internal assets. For example, it shows ways of dealing with stress and strengths.

When working with a child who has been abused, it is imperative to ensure the child is agreeable and comfortable. If the child can read or write, I will let the child fill out the screening tools him/her self. If the child can’t read or write, at that point, the social worker can explain the screening tool to allow the client to have an understanding of the screening tool. When working with a child who has been abused, it is critical to instruct the child on the traumatic stress and trauma-related effects they are encountering (Integration.samhsa.gov, 2019).

These three tools may not decide the presence and full level of trauma side effects and traumatic encounters. I would oversee these tools toward the start of the 1st session. This will enable me to distinguish what trauma the child has encountered and what side effects they are encountering. These screening tools will likewise enable me to build up a safety plan with the child and provide the services that the child needs.

References

American Psychiatric Association. (2018). Online assessment measures. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures#Disorder

Congress, E. (2013). Assessment of adults. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 125–145). Hoboken, NJ: Wiley.

SAMSHA. (n.d.) Screening tools. Retrieved from https://www.integrations.samhsa.gov/clinical-pract…

ST:

The act of being resilient is the ability to “bounce back” or recover from situations that may have occurred in the past.  I not only completed my fieldwork in a correctional facility; I currently work with women that are incarcerated.  Talk about being resilient.  The ladies I work with have overcome such trauma ranging from physical and sexual child abuse to domestic violence to having caused the death of others.  These ladies are the true definition of resiliency. 

The presenting problem is being able to come to terms with the fact that my client caused the death of her child by taking her to a drug house to purchase drugs.  The toddler touched the walls and then put her hands in her mouth.  There was meth residue on the walls due to manufacturing drugs in the home.  The toddler immediately overdosed on methamphetamines. 

An intervention that I would use would be to focus not only on the grief and loss of a child but would also want to work on responsibility and forgiveness. The intervention I would use is an assignment called The 20 Irresponsible Behaviors.  This intervention is to list 20 behaviors that have had consequences in your life and who was affected by your actions.  Then the social worker and client can begin to work on accepting the choices that the client made, how to learn from those choices, forgiveness of self and move on to make better choices and have an improved life. 

I would use the Resilience Scale for Adults.  According to the Smith-Osborne and Whitehill Bolton article, this RSA consists of 33-items that address six factors: positive perception of self, positive perception of future, social competence, structured style, family cohesion, and social resources.  This scale will be beneficial because it hits all aspects of how we can forgive our self for the actions of our past, how we view our self, how we see our future and how society and our family will react to the new and improved person.   

Smith-Osborne, A., & Whitehill Bolton, K. (2013). Assessing resilience: A review of measures across the

               life course. Journal of evidence-based social work, 10(2), 111-126.

ST:

The case was about a 12-year-old Hispanic girl sexually molested by her father since the fourth grade until the sixth grade. The client had many stresses of continuing with school and being in the home with father. Osborne, A. (2007 pg. 152), “This theoretical framework addresses health development of at-risk populations, and overcoming stress and adversity to achieve functional outcomes either during a life stage, a specific trajectory (e.g., educational or deviancy), or throughout the life span”.

           An intervention I would implement would be social support for the client.  An example of this would be connecting the client to a mentor on the school site and able to visit outside of school time to do positive therapy activities with the client. Activities would be to uplift the student self-respect, trust, self-esteem, and counseling. “(2007 pg. 157), “Resilience among children,

Adolescents and young adults have found positive relationships between spirituality, social support, and social capital.”

           The chosen instrument is Read (2006), due to its focus of personal & social competence, family cohesion and social resources. (Smith-Osborne, A., & Whitehill Bolton K. (2013). This instrument was researched and studied on around the same age and sex. The instrument showed data based on short mood, feelings, and the Read intervention was stated to appear reliable and valid. (2013)

References

Smith-Osbourne, A. (2007). Life Span and resiliency theory: A critical review. Advances in Social Work, 8(1), 152-168. Retrieved from http://advancesinsocialwork.iupui.edu/index.php/advancesinsocialwork/article/view/138

Smith-Osborne, A., & Whitehill Bolton K. (2013). Assessing resilience: A review of measures across the life course. Journal of Evidence-Based Social Work, 10(2), 111–126. doi:10.1080/15433714.2011.597305