Recommendation regarding treatment

Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main reference comes from Sinacola, R. S., Peters-Strickland, T., & Wyner, J. D. (2020). You need to have scholarly support for any claim of fact or recommendation regarding treatment. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Remember to use scholarly research from peer-reviewed articles that are current. Sources such as Wikipedia, Ask.com, PsychCentral, and similar sites are never acceptable. Please remember that resources used must be from peer-reviewed resources such as academic journals. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Please follow the instructions to get full credit for the discussion.

Discussion – Week 9

Medication, Children, and Adolescents

Medication is increasingly being prescribed to children and adolescents to treat behavioral or mood problems. Medication for an emotional or behavioral problem can be helpful; there is research showing that for children and adolescents, psychological interventions may be more effective. Sometimes medication is necessary—especially if the child or adolescent is exhibiting extremely aggressive or dangerous behavior or is severely moody.

With any medication there are risks, such as side effects and adverse reactions, as well as benefits. Children’s and adolescents’ brains and bodies continue developing until around the age of 26. The safety of psychotropic medications cannot be inferred from adult-use data. Research has yet to comprehensively examine the effectiveness and long-term side effects of many of these drugs on children and adolescents.

To prepare for the Discussion:

• Review Chapter 9 of the textbook.
• Review the media pieces listed in the Learning Resources.
• Review the expectations in the Discussion Rubric.

Consider the following scenario:

Tonya is a 10-year-old adolescent whose parents have come to you because of a recent diagnosis of ADHD by Tonya’s pediatrician. Tonya’s parents do not understand how a person is diagnosed with AHDH. They have heard that all ADHD medications are stimulant based and have a high risk for creating substance dependence. Tonya appears motivated to please her parents and teacher but is easily distracted and disengaged. She does not have a history of abusing medications; all medications would be dispensed by Tonya’s mother.

Write out a mini script showing what you, Tonya’s counselor, would say to her parents.

By Day 3

Respond to the following prompts using your mini script:

• Provide two potential questions you might ask about Tonya’s diagnosis.
• Explain the role of behavioral counseling alongside a diagnosis of ADHD.
• Explain the potential short-term and long-term consequences of not treating ADHD.
• Include an empathetic reflection of Tonya’s parents.

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

Sinacola, R. S., Peters-Strickland, T., & Wyner, J. D. (2020). Basic psychopharmacology for mental health professionals (3rd ed.). Hoboken, NJ: Pearson.

· Chapter 9, “Treatment of ADHD and Disorders of Attention”

Optional Resources

Sinacola, R. S., Peters-Strickland, T., & Wyner, J. D. (2020). Basic psychopharmacology for mental health professionals (3rd ed.). Hoboken, NJ: Pearson.

· Chapter 15, “Case Vignettes: Children”

· Chapter 16, “Case Vignettes: Adolescents”

ADDitidue. (n.d.). ADDitude for Professionals. Retrieved June 11, 2019 from https://www.additudemag.com/category/adhd-professionals/

Brain and Behavior Research Foundation (n.d.). Attention-deficit hyperactivity disorder (ADHD) FAQs. Retrieved from https://www.bbrfoundation.org/research/faq/frequently-asked-questions-about-attention-deficit-hyperactivity-disorder-adhd

Wolraich, M., Brown, L., Brown, R. T., DuPaul, G., Earls, M. … Visser, S. (2011). ADHD: Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 128(5), 1007–1022. doi:10.1542/peds.2011-2654 Retrieved from https://pediatrics.aappublications.org/content/pediatrics/128/5/1007.full.pdf   

Recommendation regarding treatment

Please no plagiarism and make sure you are able to access all resources on your own before you bid. You need to have scholarly support for any claim of fact or recommendation regarding treatment. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Remember to use scholarly research from peer-reviewed articles that are current. Sources such as Wikipedia, Ask.com, PsychCentral, and similar sites are never acceptable. Each classmate’s post is listed so please respond separately.

Read your classmates’ postings. Respond to your classmates’ postings.

• Respond to all colleagues by discussing the elements of the mini script that you liked, and why. What might you add or have said differently?

1. Classmate (K. Tri)

Betty it’s good to see you again. This is our second time meeting, last time we discussed your mood episodes and the different types of ways you feel. You shared that at times you don’t feel at your best, and it seem like things are falling apart one by one. I’m sorry that you’re not feeling well from day to day basis. Betty, how do you feel today at this present moment?  Do you feel that you have made improvements with your actions?  I have to be honest betty I am a little concern with your episodes and feel that we need to take father actions so that you could properly receive that help that you need. What I am mostly concerned about are your behavior during your episodes. According to the (2013) the essential feature of a manic episode is a distinct period during which there is an abnormally, persistently elevated, expansive, or irritable mood and persistently increased activity or energy that is present for most of the day, nearly every day, for a period of at least 1 week. This is what makes me concerned betty, you have been struggling with your modes and actions for several weeks now. You show signs of 4 to 5 symptoms that needs to be addressed. Would you agree to that?

Betty, I would like to refer you out to a psychiatrist to receive more assistance with you diagnoses. First, of all I feel you may need to be placed on medication to assist with daily living. Myself as a counselor it’s out of my scope to prescribe medication, but I could point you in the right direction. Secondly, I feel that since this is only the second time we have met I feel that this could be a major part of you begin whole again. This is what we call Collaborative behavior healthcare, With proper counsel and medication treatment I can see you raising above the stars to maintain a balance controlled life. Betty would you agree this maybe something you need? Great! In your first meeting I shared with you that I would never disclose your personal information unless I refer you to another professional or unless you agree too by signing. Another reason I would share your Release of information (RIO) if you are threaten to hurt yourself or someone. Would you sign on this dotted line so I could release your background to other professional to better serve you.

Reference:

Diagnostic and statistical manual of mental disorders: DSM-5. (2013). Washington, D.C.:

American Psychiatric Publishing.

2. Classmate (R. Haw)

rovide an explanation of why counselors refer clients to a psychiatrist for a psych eval (what is and what is not in our scope of practice).

When dealing specifically with bipolar disorder (as with other mental illnesses), it is important to understand that it is believed that most forms have biological as well as environmental origins, and therefore, treatment will be most effective with a combination of psychotherapy and pharmacotherapy (Sinacola, Peters-Strickland, & Wyner, 2020).  Given this, it is important that the counselor understand the importance of referring the client to a psychiatrist for further evaluation.  It is not within the mental health counselor’s scope of practice to suggest or prescribe medications.  According to the ACA Code of Ethics (2014), Section C.2.a states that counselors are to “practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience (p.8).  It is, however, within the mental health counselor’s scope of practice to recognize the effect that physical illness has on mental illness, and to subsequently refer the client to the appropriate medical professional (Sinacola et al., 2020).

Explain what collaborative behavioral healthcare is.

The American Psychiatric Association describes a collaborative care model as one in which the primary care provider leads a team that includes psychiatrists, behavioral health managers, and other mental health providers to develop and implement a client care plan that is patient-centered, and is based on best practices to meet clinical goals (APA, 2020).

Include a description of two circumstances when a counselor would refer a client for a psych evaluation.

1. A client exhibits signs and symptoms of Bipolar Disorder Type      1 – i.e. describes episodes of mania, depression, or mixed mood states      (Sinacola et al., 2020).
2. A client exhibits signs and symptoms of Schizophrenia – i.e.,      reports experiencing hallucinations, delusions, or paranoia (Sinacola et      al., 2020).

Describe two circumstances when a counselor would use the Release of Information (ROI) signed by a client.

1. When working as part of a collaborative care team to include      the client’s primary care provider, psychiatrist, and/or any other mental      health professionals involved in the patient’s care.
2. When the client wishes to allow other people to have access      to their care plan, i.e. a spouse, child, etc.

Include an empathetic reflection to Betty:

Betty came to her second session with you describing what appear to be manic and depressive episodes. You have valid questions and concerns and want to get a formal psych eval.

How would you explain to Betty that you have concerns about her symptoms and want to refer her to see a psychiatrist for evaluation? Write out a mini script showing what you, the

Recommendation regarding treatment

Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Murray, C., Pope, A., & Willis, B. (2017) and/or American Psychological Association (2014). You need to have scholarly support for any claim of fact or recommendation regarding treatment. Please respond to all 3 of my classmates with references separately. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 05/08/2020 at 4pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note, that although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (C. Rod)

The professional I interviewed for this assignment was Lana Banegas, a sex therapist located in Marietta, GA. I conducted this interview on March 10, prior to COVID-19 restrictions. Ms. Banegas obtained a Master of Arts in Theology and Master in Marriage and Family Therapy. I took plenty away from Ms. Banegas, she breaks the barrier regarding religion and sexuality.  The professional verbalizes how not all clients seek treatment for sexual dysfunction but some for an internalized shame for not upholding their cultural expectations. Ms. Banegas affirms that many clients express shame, embarrassment, or depression for not “obeying” their God by being homosexual or sex before marriage, a typical Southern, Christian perspective. After the interview I learned that sex therapy is not just about erectile dysfunctions, breaking comfort zones and infidelity, but a true emotional conflict with some. Ms. Lanegas is inspirational to me with her dedication to exploring human sexuality and her clients.

Regardless of sexual orientation, relationship status, age or even those with disabilities, sex affects our lives somehow. I was shocked when researching for a sex therapist to interview and the closest one was in Marietta! I was surprised when discovering not even Dalton or Canton offered those services. Even if not apart of the LBGTQ community it can be challenging to express your sexuality especially living in the South. Living in a quaint town such as Blue Ridge, GA, where there is not even a liquor store, receiving services for sexual related concerns can be daunting. The citizens of Blue Ridge and the surrounding cities such as Blairsville, Ellijay and Jasper, should not have to travel hour and half to receive desired treatment. I believe as Ms. Banegas stated, there needs to be more awareness and acceptance. Gaining the support from the citizens in the community would be first to accomplish. Allowing them to see that sex does not have to be an embarrassing or vulgar topic and it can be expressed in a healthy way. The more “normal” something appears, the more accepted it will be. If I can show proof of support from the community and present reliable research of the benefits from sexual therapy maybe the city officials would support a office for sexual related concerns for adolescents and adults. A safe haven with no judgment, only open discussions about sex can bring a relationship and individually within a more honest, positive outcome. Perhaps then maybe the North East Georgia region will be more accepting of sex therapy.

2. Classmate (C. Pie)

For my professional interview, I interviewed a sex therapist in my area. Her name is Tara Spears. She owns her practice and she works with individuals, couples, and families. Her titles are LMFT, LMHC, and Sex Therapist. Her rationale for continuing her education into sex therapy is because she believes that work enables her to help clients dig deeper into their relationships. Her therapeutic aim is to help normalize topics within the realm of sexuality, therefore decreasing apprehension that can come with discussing such topics while simultaneously increasing clients’ efficacy in engaging in their sexuality and discussing it openly. Over the course of the interview, She discussed several topics worth advocating for: cultural and religious values that may impede the discussion of sexuality or sexual acts, systemic barriers in access to funding for treatments or education, and also debunking the stereotype that sex is an uncomfortable topic to discuss within the family system. She is a major supporter of discussing sex and sexuality with children and adolescents on a continuous basis. She has even published literature on helping parents and guardians talk about sex and sexuality within the family. Her book Talking to Children and Teens About Sex: a Parental Guide (Spears and Sheff, 2018) is a tool for parents and guardians to use to examine their own personal views about sex, what to look for in their children, and also exercises to be used at home to promote healthy conversations about sex and sexuality. Alongside her book, Tara has also published a website: https://tswm.academy/ (Talk Sex With Me Academy) which is a forum for her cumulative curriclum about discussing sex and sexuality within specific domains of individuals, couples, families, children, and LGBTQ+. Each set of curriculum is for purchase electonically.

Tara stated she is a huge advocate for talking with children and adolescents about sex and sexuality. Therefore, that is the topic I have used to build my own advocacy plan. For the purpose of this area of advocacy, I am considering the family unit as the client. The goal of the advocacy plan is to bolster parents and guardians efficacy in talking about sex and sexuality within the family. For the first stage, the parents and guardians will be led to examine their own personal beliefs about sex and sexuality and how their values may help or impede the process of communication. The second stage of advocacy is for parents and caregivers to understand what their children are learning in sex education at school, and what drives the financial funding for sex education within their home state. In this way, parents and guardians can become of aware of financial barriers that may limit school systems to one form of sex education. Through psychoeducation, families can build knowledge and confidence to push for schools to gain more comprehensive sex education curricula. Third, the family can work together to navigate the social/cultural/religious views that may dominate their surrounding environment while maintaining positive communication among the family about sex and sexuality.

References:

Spears, Tara, Sheff, Elizabeth (2018). Talking with Children and Teens About Sex: A Parental Guide. Tara Spears March 25, 2018. Amazon.com Services LLC.

Spears, Tara. Talk Sex with Me Academy. Retrieved from https://tswm.academy/ on May 06, 2020.

3. Classmate (A. Smi)

For my final project I interviewed a good friend of mine of 18 years, Dr. Shaughanassee Vines. Dr. Vines is a DNP, certified midwife, and owner of HealthHer in the Tidewater area.  Her practice concentrates on women’s health from the onset of puberty throughout menopause and beyond. When told earlier in the semester I was taking this class and was thinking about possibility becoming a certified sex therapist, she mentioned this was desperately needed in the field of women’s health. I never understood exactly what she meant until we had our Zoom interview. She stated in the field of women health, there is little options available for women experiencing sexual dysfunctions such as female sexual interest/arousal disorder and pelvic pain disorder (Vines , 2020). She reports although there is a medication similar to what is used to help male erectile disorder (for arousal problems), the women taking the medication have to sign paperwork stating they could never drink any form of alcohol for a lifetime and numerous patients disclosed the treatment didn’t work (Vines , 2020). She also stated many treatments were not covered by insurance and were expensive. Another problem she has seen concerning sexual dysfunction with women is in the field of women’s health this is considered a specialized issue. While receiving treatment with her, she also refers the women to a pelvic floor therapist or a sex therapist depending on the need (Vines , 2020). These specialists are rare in our area therefore getting an appointment can be a difficult process.

For my advocacy plan, I would want promote treatment and education of sexual dysfunction of women within the African American community. As seen in the news, social media, etc. women are already fighting for affordable treatment such as with birth control, abortions, infertility treatments (this is a serious one in the military), etc. in which some of things are not covered by insurance and can be seriously expensive. For the African American women, depending on the economic status, some of these treatments would be far out of reach. There is also the issue of the topic of sexuality within the community. According to Dr. Vines, not only do many lack understanding of their bodies, some of the tactics used for treating sexual dysfunctions for women, such as the stretching mechanism use for pelvic pain (Nazarpour , Simbar , Majd, & Tehrani , 2018), goes against their cultural and at time religious beliefs.

When looking into sexual dysfunction and treatment for African American women, I found there was little to no research concerning the community on its own. In majority of the research conducted, there is little representation of the AA woman within the past five years (Labuski , 2017). Not only is sexual dysfunction education and available treatment for women needed in the AA community, research concerning sexual dysfunction within the community is also necessary. All the information I have obtained from both the available research and the interview with Dr. Vines shows the need for a proposal for social change in this area.

* some of the references shown is research I have done concerning this topic.

References

Graham, C. A., Boynton , P. M., & Gould , K. (2017). Women’s sexual desire: challenging narratives of “dysfunction”. European Psychologist, 22(1), 27-38.

Hogue , J. V., Rosen , N. O., Bockaj, A., Impett, E. A., & Muise , A. (2019). Sexual communal mpotivation in couples coping with low sexual interest/arousal: Assoications with sexual well-being and sexual goals. PLoS ONE. Retrieved from https://doi.org/10.1371/journal.pone.0219768

Labuski , C. M. (2017). A black and white issue? Learning to see the intersectional and racialized dimensions of gynecological pain. Social Theory and Health, 15(2), 160-181.

Nazarpour , S., Simbar , M., Majd, H. A., & Tehrani , R. (2018). Beneficial effects of pelvic floor muscle exercises on sexaul functions among postmenopausal women: A randomised clinical trial. Sexual Health, 15, 396-402.

Vines , S. (2020). Sexuality in women health with Dr. Vines. (A. R. Smith , Interviewer) Chesapeake , VA .

Required Resources

Readings

· Course Text: Murray, C., Pope, A., & Willis, B. (2017). Sexuality counseling: Theory, research, and practice. Thousand Oaks, CA: Sage

· Chapter 10, “Positive Sexuality: A New Paradigm for Sexuality Counseling”

· Article: Beagan, B. L., & Hattie, B. (2015). Religion, spirituality, and LGBTQ identity integration. Journal of LGBT Issues in Counseling, 9(2), 92–117. Retrieved from the Walden Library databases.

· Article: Domínguez, D. G., Bobele, M., Coppock, J., & Peña, E. (2015). LGBTQ relationally based positive psychology: An inclusive and systemic framework. Psychological Services, 12(2), 177–185. Retrieved from the Walden Library databases.

· Article: Etengoff, C., & Daiute, C. (2015). Clinicians’ Perspective of the Relational Processes for Family and Individual Development During the Mediation of Religious and Sexual Identity Disclosure. Journal of Homosexuality, 62(3), 394–426. Retrieved from the Walden Library databases.

· Article: Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and Social Justice Counseling Competencies: Guidelines for the Counseling Profession. Journal of Multicultural Counseling and Development, 44(1), 28–48. Retrieved from the Walden Library databases.

· Article: Ridley, J. (2009). What Every Sex Therapist Needs To Know. Journal of Family Psychotherapy, 20(2/3), 95–111. Retrieved from the Walden Library databases.

Recommendation regarding treatment

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Balkin, R. S., & Kleist, D. M. (2017) and/or American Psychological Association (2014). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 09/05/19 at 6pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read your colleagues’ postings. Respond to your colleagues’ postings by explaining whether you agree with your peer’s choices to use the intervention they reviewed based on your understanding of the research.

1. Classmate (M. Chr)

Presenting Problem

For this discussion and the final project, there was a selection of different case studies that could be chosen from. I personally chose the case study of Chloe which hit home to me because I teach first grade currently and she is in that age group.  Chloe is a young girl who is eight years old. She is currently in the system because of an sexual abuse situation that happened to her starting at five years old at the hands of her birth mother because her birth mother exploited her for drugs (Walden University, n.d.). She is very skeptical of adults and gets such bad separation anxiety that she will bite her nails until they bleed (Walden University, n.d.). She also isolates herself and the anxiety espisodes usually last half an hour then she is recentered (Walden University, n.d.). Thus, because of the isolation and anxiety, her schooling has suffered a decline (Walden University, n.d.).  She was referred to me by her foster mother.

I would certainly say that there is a presenting issue that Chloe is facing. The main issue I see her facing is what I mentioned in the first paragraph which is the social isolation due to being sexually traumatized. The sexual trauma that she has experienced can directly tell us why she is isolating herself, and considering that it was done by adults after her mom left her with them, it is also no wonder to me why I see her also facing anxiety towards adults for a certain amount of time. The thirty minutes could also be indicative as to how long the abuse lasted each time. Thus, with me understanding what the presenting issue is, I now need to come up with a proper intervention to help.

As I just mentioned, I now need to choose an intervention best suited for Chloe. The intervention I have chosen for Chloe is Cognitive Behavioral Therapy (CBT) mixed with play/art therapy. However, I think there are statistics that I need to keep in mind which is that eighteen percent of females will have experienced sexual abuse (Allen and Hoskowitz, 2016). Thus, with the experience of sexual trauma, there are certain side effects that will usually appear such as dissociation, post-traumatic stress syndrome, and anxious behaviors (Allen and Hoskowitz, 2016). This is important information because these are the exact signs that Chloe is exhibiting. The way this intervention would work is that I would start off very unstructured. Meaning I would allow her to guide the session, and she would select what is played with or drawn (Allen and Hoskowitz, 2016). Then it would move to me having her do select activities an example being a sand tray (Allen and Hoskowitz, 2016). Then the CBT portion would be sprinkled in which is where I focus on her cognitive thinking about the situations she presenting though play to where I help reshape her thinking to help her cope with what has happened to her (Allen and Hoskowitz, 2016).

Empirical Evidence

When searching for the right research article for the intervention I chose, I knew that there were certain aspects that I needed to make sure that I had included in my search in order to come up with the best possible article for my needs. The first search that I typed in, which was interventions for students who have experienced sexual abuse, yielded no results. Thus, this told me that I needed to utilize different words in my search bar. I then tried a different approach by changing the word students to children and that yielded the results I needed. Thus, it matched what I put into the search bar to where I was able to find the right article for my needs which was titled Structured Trauma-Focused CBT and Unstructured Play/Experiential Techniques in the Treatment of Sexually Abused Children: A Field Study With Practicing Clinicians. It was also what I expected to find because I knew from my crisis and trauma class last term what to look for or what was common to find when it comes to this particular type of trauma. As far as the actual content of the article, it was what I expected to find based on the title. It was a study that was conducted using CBT and play therapy to help children who have experienced sexual trauma with an introduction that discussed the process of structured and unstructured intervention and statistics (Allen and Hoskowitz, 2016).

However, with this study, I also  needed to make sure that I analyze the results. In the study, they utilized different models. The first two models did not integrate the interaction piece. Thus, there was not as much of an improvement or success between the two models, although the second one saw a slight improvement over the first one. The third model was the most improved to help with anxiety due to the fact of adding that interacting pieces. The third model pieces included both CBT and play therapy, pretreatment anxiety, number sessions completed (this was higher than both models  one and two), CBT usage , and play therapy usage. Also with the third model, there was more of a usage with play therapy than CBT. Thus, this tells me that utilizing both as I intended would be the most successful with keeping in mind that I need to make sure that I am following more along the lines of the third model if I want her to be the most successful. The best part about these models is that they all go with the presenting problem of anxiety which is exactly what I want to help Chloe with.

Case Conceptualization

Thus, I would say that this particular article did not change my perception of the intervention. I have known that play therapy gives me an indication of where the child’s anxiety might be, and where her their thoughts might be especially in this case with Chloe being anxious around adults  and being left places at first (Walden University, n.d.).However, I will say that I would be very strategic as to the implementation based on the information given as the article stated that there is not much empirical evidence for the play therapy portion. However, as I mentioned the results indicated that utilization of both CBT and play therapy together achieves the greatest results. This means that I would possibly think before I gave this intervention, but I think ultimately I would give this intervention to Chloe based on the contents of the article.

Resources:

Allen, B., and Hoskowitz, N. (2016). Structured Trauma-Focused CBT and Unstructured Play/Experiential Techniques in the Treatment of Sexually Abused Children: A Field Study With Practicing Clinicians. Retrieved from https://journals-sagepub-com.ezp.waldenulibrary.org/doi/full/10.1177/1077559516681866?.

Walden University. (n.d.). Final Project Case Studies. Retrieved from https://class.content.laureate.net/d47ae92955aafd40eb7fcbd70a23abaa.html#section_container1.

1077559516681866.pdf

2. Classmate (L. Lan)

Presenting Problem:

I chose to focus on Case Study Two (Jim) as my goal is to work with adolescents as a school counselor (Walden University, n.d.).  I’ve worked with students who have experienced loss in the past and it is not always obvious that bereavement is at the source of their presenting problems. In the case of Jim, his social isolation, altered peer relationships, decreased engagement in academics,  substance use and his poor relationship with his parents began after the sudden loss of his sister (Walden University, n.d.).  In exploring interventions that would support Jim, I focused on grief interventions.  I came across several different approaches to treating adolescents who have experienced unexpected loss in their families. I was interested in a particular treatment called “Parent Guidance Intervention” (Horsley & Patterson, 2006) because it integrates the entire family in the healing process and encourages communication amongst family members as a way to support the grieving child. In reading this article, I learned that “the ability to cope with sibling loss is further compounded if the death occurs during adolescence” (Horsley & Patterson, 2006), therefore an effective intervention is even more important for teenagers and young adults. According to the article, “A sudden death leaves the survivor feeling out of control, and with the possibility of great anger which may need to be released. This anger is often expressed through high-risk behaviors such as drug use and sexual activity in order to block out thoughts and feelings associated with the sibling death” which aligns with some of Jim’s behavior of substance abuse (Horsley & Patterson, 2006).

Empirical Evidence

This article discussed the importance of open communication among family members following the unexpected loss of a sibling/child. According to Horsley & Patterson (2006) this sort of communication helps to honor the deceased child and also helps the surviving children to continue on with normal adolescent development. The Parent Guidance Intervention Method “is designed to provide parents with bereavement support and education around their surviving child’s psychological and developmental needs, help adolescents maintain a connection with their parents following a sibling death, and allow for the adolescent to grieve and resolve the loss” (Horsley & Patterson, 2006). The subjects of this study consisted of 5 adolescent participants and their parents. Each adolescent had lost a sibling unexpectedly in the past 12-24 months and each reported that they had received messages to “ignore or postpone their grief” in an effort to remain strong for their parents (Horsley & Patterson, 2006). Treatment consisted of the researcher meeting “once a week for three sessions with the subjects and/or their parents. Sessions lasted 90 minutes” and lasted 21 weeks (Horsley & Patterson, 2006). All adolescent subjects reported an increase in communication surrounding their deceased sibling during the intervention and post intervention phase. According to the results, all five subjects also demonstrated an improvement in targeted communication behaviors such as sharing their thoughts and feelings about the deceased sibling at an increased rate.

Case Conceptualization

I was unfamiliar with this intervention prior to reading this article. The findings of this study were interesting in that it seems that this intervention improved communication between parents and children who’d lost a child/ sibling. What this study did not discuss is the impact of this communication on the surviving child’s behavior (beyond increased communication). For example, how does the Parent Guidance Intervention impact an adolescent’s ability to maintain positive peer relationships or how does this intervention affect academic engagement, which are presenting problems that Jim is facing.

Before jumping into this intervention, I would need to know more about its impact beyond improved familial communication. I would also like to see a study conducted with a larger group of subjects, as five subjects is a rather small pool from which to draw conclusions. This would also be a difficult intervention to employ as a school counselor – it seems more conducive to the work of a family therapist, given the work with parents as well as students.

References

HORSLEY H; PATTERSON T. The effects of a parent guidance intervention on communication among adolescents who have experienced the sudden death of a sibling. American Journal of Family Therapy, [s. l.], v. 34, n. 2, p. 119–137, 2006.

Walden University. (n.d.). Final Project Case Studies. Retrieved from https://class.content.laureate.net/d47ae92955aafd40eb7fcbd70a23abaa.html#section_container1.

https://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=106114481&S=R&D=rzh&EbscoContent=dGJyMNXb4kSeprI40dvuOLCmr1Gep7dSrq%2B4TLGWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx43zx

3. Classmate (K. Scu)

Presenting Problem

The case study I have selected is case study 2, which is about Jim, a 14-year-old Caucasian male.  Since the death of his sister he has been having a difficult time coping.  In this case study I have noted he is going through a traumatic experience, which is causing him to turn to, substance abuse and experiencing social and behavioral changes that are negative with friends and at school.  The case study also states there is family history of alcoholism and no family connection/cohesiveness during the grieving process.  The mental health issue he is experiencing is traumatic grief and posttraumatic stress disorder.  After reviewing this case, I believe early psychoeducation and trauma-focused cognitive-behavioral therapy will help Jim.

Intervention

Recommendation regarding treatment

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 07/27/19 at 7pm.

Assignment – Week 9

Application: Career Counseling with Diverse and Multicultural Clients

Culturally competent career counseling presupposes recognition and an understanding of diverse and multicultural client populations. Chapter 4 reflects the changing American workforce and the concerns of these dynamic groups all of which demand heightened sensitivity by career counseling professionals.

To prepare for this assignment:

· Review Chapter 4. Reflect on the information provided in Sidebar 4.6 and 4.7 on pp. 118-119. Compare the two as you think about the following questions:

• How does multicultural identity and career development       affect career counseling goals and objectives?
• What specific factors or considerations related to       racial/ethnic identity and other aspects of culture and identity seem to       influence the individuals’ career development?
• What insights gained from       Chapter 4 would be most critical to keep in mind when counseling clients       who belong to minority groups?

The assignment: (2–3 pages)

Analyze the information on pp. 118-119 in Chapter 4.

· Career counselors are required to be responsive to the needs of diverse clients. Consider how diverse groups and career development affect career counseling goals and objectives.

· Explain the specific factors or considerations related to diverse groups and other aspects of culture and identity that seem to influence the individuals’ career development.

· You should also include strategies for advocating for diverse clients career and educational development. Utilizing the NCDA website resources identify specific variables career counselors should consider when exploring employment opportunities and career management in a global economy.

· Lastly, describe the insights gained from Chapter 4 that would be most critical to keep in mind when counseling clients who belong to diverse groups.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

o Chapter 4, “Career Counseling Without Borders: Moving Beyond Traditional Career Practices of Helping”

Media

· Video: Laureate Education, Inc. (Executive Producer). (2007). Vocational psychology and counseling: Career counseling and diversity. Baltimore: Author with Dr. Darrell Luzzo

Note: The approximate length of this media piece is 17 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

recommendation regarding treatment