Need in poroper APA format with proper APA citation and proper APA references

SOCW 6101 week 8,9

Feedback to Learner7/4/17 1:41 AM

Need to add this to APA format, good attempt in the application of APA format. Please refer to your APA manual for information on intext citations. For instance, when a book has only two authors, your intext citation should list both authors not just one , Also try to e xpan your posts to go in more detail with your answers. You may also want to incorporate headings according to APA style to help organize your thoughts

Comments

Feedback to Learner6/24/17 12:21 AM

Hi thanks for your effort. Again, it is important to validate any statements of fact with the literature. Throughout your posts you make absolute statements like, "self pity is dangerous". How do you know this? Who says it is dangerous? what research supports this statement? These types of questions should be asked with all statements of fact to make sure the questions are answered in your narrative. Also watch for punctuation, grammar and the proper application of APA format. You peer posts should also be written scholarly and thorough,

Comments

Feedback to Learner6/12/17 2:30 AM

Good effort however I am concerned that your primary post listed a reference but no intext citations were listed throughout your post. What is the reference list referring to in your writing? In addition your peer posts were not according to APA format. All posts should be APA. Please make sure your writing is scholarly and is supported by your references.

Special instructions : Please need in APA format style need citations , treat each work as a separately work and each work needs a separately references, please title the work as follow by SOCW 6101 , by discussion #, by week #, example

SOCW 6101, discussion # , week #

In regards to discussion posts I generally follow the guidelines spelled out in Walden's grading rubric in regards to posts (see the grading rubric outlined in the course information section of blackboard). However, if you do not use APA format or references in at least your initial post, I will deduct at least 5 points for that (so please do that).  This is also the same rules for assignments, that they must follow APA style format. Also, in past courses I have been flexible in certain situations regarding delayed or late posts. I do believe that life sometimes gets in the way when we least expect it to. Please know that I would prefer a late post than no post at all.  However, I will not accept posts that are more than a week late.  If you are not able to post by the required date for whatever reason, just please let me know beforehand. As a rule, however, I do deduct points off the posts if they are late so as to be fair to those who post on time.

In addition, I will be following very closely with Walden's Tunitin Policy, which I posted below. Therefore, any paper that is submitted to me with more than 30% of the paper with improperly cited passages (or to many cited passages) I will return the paper to you and ask for you to re-review it and for a re-write if necessary. You will not lose points if the original paper was submitted on-time, but will be given a limited period of time to review/rewrite the paper (2-3 days).

I have provided an outline of what is specifically required for discussion posts and written assignments in this course:

Discussion Posts:

All posts to all discussions require APA citations and references. Each student is to respond to 2 other students’ posts for every discussion throughout the course.  This is the rule for this class; there are discrepancies in this on the Blackboard site. However, going forward,  If you post more than 6 response posts by day 5 you will be eligible for 3 points extra participation credit to make up for any lost points (my class rule).

I will be posting on discussions and I am requiring a response from you so please check throughout the week for when respond to your discussion post (usually by day 5)

All initial posts and response posts are due on the days specified on Blackboard (usually Day Three and Five).  If your post is late for whatever reason please make sure your posts are posted by Day 7.  I am no longer allowed to accept posts after Day 7 as per Walden’s Policy, and any posts. If you know that there is a circumstance that will prevent you for making the post on time or by Day 7, please email me to discuss.

The way a reader (myself and other students) can see that you understand the information, theoretical models, concepts, and words you are discussing is to write about them in your own words as much as possible, tell us what the article authors said by paraphrasing, using your own language. Scholarly does not mean you have to write using multi-syllabic words. Writing a bit like you talk is fine if the reader can understand and if your spelling and grammar are correct.

Read the rubric before and while you write. Let it guide you as to what you write. This is straightforward. In discussion posts you can draft a post in a word document where you have pasted the instructions for each point to be made in the post. You can then write your answer/post right under this instruction and copy and paste the whole thing onto the discussion list. This can help you stay on track.

The idea in discussions is to have as much of a conversation as possible. Notice that the “feedback” rubric score for “excellent” says: RESPONSES  --if you fail to respond at all, the grade for feedback is 0 out of 10 points.  This does not even consider quality of posts, doing nothing causes a loss of 10 points

CITATIONS AND REFERENCES:  Initial posts and the 2 required responses must have citations and references from the professional literature.  Using only the case as a reference/cite is NOT sufficient.  This is a vignette, it is not research that will back up a claim.  Every post should have a claim you are making  (e.g. "I think an eco map is good to use here",  "Strengths based is best here", "Women in violent relationships often attempt to leave 9 times before leaving for good).  You then must have a cite/ref. that backs up this claim, e.g. an article that states eco maps are good to use in situations similar to the case under discussion.

Written Assignments:

Walden University has a strict policy on written assignments, whereas all papers are required to follow APA format.  The only exception is that they no longer require a running head on the papers.  Most of you already adhere to this format and I have not been as strict in my grading when reviewing your papers on this, but going forward (Week 7 and beyond) I will now follow closely to Walden University requirements and the rubric.  The outline for an APA paper is below, and I have attached a sample for your review. 

In addition, as I mentioned in my introductory post at the beginning of the quarter. following very closely with Walden's Tunitin Policy, which I posted below. Therefore, any paper that is submitted to me with more than 30% of the paper with improperly cited passages (or too many cited passages) I will return the paper to you and ask for you to re-review it and for a re-write if necessary. You will not lose points if the original paper was submitted on-time, but will be given a limited period of time to review/rewrite the paper (2-3 days).

Please feel free to email me if you have any questions.

Dr. Regina

APA Format Outline:  In general, your paper should follow these formatting guidelines:

Margin. Although formerly, the required measurement for margins is 1 ½ inch, now, it is required that margins on all sides (top, bottom, left, right) should each just measure one (1) inch.

Font Size and Type. Font for text all throughout the paper should be 12-pt., Times New Roman.

Spacing. Double-space for the whole document, including appendices, footnotes, tables and figures. For spacing after punctuation, space once after commas, colons and semicolons within sentences and space twice after punctuation marks that end sentences.

Text Alignment and Indentation. Alignment should be flush left, or aligned to the left creating uneven right margin.

Active Voice. Traditionally, the APA writing format requires writing in an impersonal form. That is, refraining from using pronouns such as ‘I' or ‘We' in your statements. Now, it has changed. Most disciplines require the active voice. An example of this would be, instead of writing “according to the study,” it should be “according to our study.” This way, papers are made to be as active as possible.

Order of Pages and Pagination. The order of pages should follow this format:

Title Page > Abstract > Body > References > Appendices > Footnotes > Tables > Figures

The page number should appear one inch from the right corner of the paper on the first line of each page. The title page will serve as the Page 1 of your paper.

Title Page

The Title Page should contain the title of your paper, your name as its author (including co-authors), your institutional affiliation/s and author note if applicable. In case there's no institutional affiliation, just indicate your city and state or your city and country instead.

As mentioned earlier, your title page will serve as your Page 1. It should be typed centered on the page. If it requires more than one line, please be reminded to double-space between all lines. Your name appears double-spaced as well, below the paper title.

The author note is where information about the author's departmental affiliation is stated, or acknowledgements of assistance or financial support are made, as well as the mailing address for future correspondence.

Abstract

The Abstract of your paper contains a brief summary of the entirety of your research paper. It usually consists of just 150-250 words, typed in block format. The Abstract begins on a new page, Page 2. All numbers in your Abstract should be typed as digits rather than words, except those that begin a sentence.

Body

The body of your research paper begins on a new page, Page 3. The whole text should be typed flush-left with each paragraph's first line indented 5-7 spaces from the left. Also, avoid hyphenating words at ends of line.

Text Citation and References

Text Citations are important to avoid issues of plagiarism. When documenting source materials, the author/s and date/s of the sources should be cited within the body of the paper. The main principle here is that, all ideas and words of others should be properly and formally acknowledged.

The Reference Section lists all the sources you've previously cited in the body of your research paper. It states the author/s of the source, the material's year of publication, the name or title of the source material, as well as its electronic retrieval information, if these were gathered from the Internet.

Appendices

The Appendix is where unpublished tests or other descriptions of complex equipment or stimulus materials are presented.

apaformat.pdf

SOCW 6101 week 8

Required

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2014). Understanding generalist practice (7th ed.). Stamford, CT: Cengage Learning.

• • Chapter 1, "Introducing Generalist Practice: The Generalist Intervention Model" (pp. 1–52)

  • Chapter 6, "Planning in Generalist Practice" (pp. 207-236)

Required

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2014). Understanding generalist practice (7th ed.). Stamford, CT: Cengage Learning.

• • Chapter 7, "Implementation Applications" (pp. 237-288)

• Scarborough, M. K., Lewis C. M., & Kulkarni, S. (2010). Enhancing adolescent brain development through goal-setting activities. Social Work, 55(3), 276–278.
  Retrieved from the Walden Library databases.

Required

• Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

  • "Working with Survivors of Domestic Violence: The Case of Debra"

  • "Working with Clients with Addictions: The Case of John"

Required

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2014). Understanding generalist practice (7th ed.). Stamford, CT: Cengage Learning.

• • Chapter 3, "Practice Skills for Working with Groups”(pp. 94-126)

• 1. Discussion: Planning and Implementing Treatment Goals with Clients

You are a social worker at an out-patient mental health facility. Your new client presents with a diagnosis of bipolar disorder and noncompliance with her medications. To deal with the mood swings, she has been abusing painkillers and alcohol daily. Currently homeless, she has been sleeping on her friends’ couches. Her boyfriend is emotionally and verbally abusive and has just taken her last twenty dollars. She works at a local gas station, but she has to depend on friends for rides to work. As a result, she missed several work shifts. Her boss, who was understanding until now, recently told her she could not miss any more days, due to a lack of transportation. There are many short, intermediate, and long-term problems the client could address in this scenario. How do you choose which problem to tackle first?

One trap for social workers is thinking that they know which problem or concern should take priority and what is best for the client. Rather, what the client feels is the priority is what should take precedence. In this scenario, how would you start the GIM planning process with the client? As her social worker, you might feel that going into drug and alcohol rehab is a priority. However, she might feel that keeping her job, and therefore getting a car, is much more of a priority. If you disregard her goals and instead refer her to an inpatient rehab program, how successful will she be at completing that goal?

For this Discussion, review this week’s Resources. Select either the course-specific case study for John or Debra and consider how the social worker applied the GIM in the case study. Also, think about any cultural competence techniques the social worker might have explicitly or implicitly used in the case. Then reflect on why working collaboratively with that client is vital to the treatment planning process. Then, select three of the eight planning steps discussed in the course text and think about how you might utilize those planning steps to foster empowerment during that process. Finally, reflect on the skills you might use to ensure the treatment planning process is mutually agreed upon by you and the client and consider how the treatment planning process affects implementation of treatment.

Post by Day 4 a description of how the social worker in the course-specific case study you selected applied the GIM. Include in your post an explanation of any cultural competence techniques the social worker might have explicitly or implicitly used in the case. Explain why working collaboratively with the client is vital to the treatment planning process. Then, describe the three planning steps you selected and explain how you might utilize those planning steps to foster empowerment during that process. Finally, explain one practice behavior skill you might use to ensure the treatment planning process is mutually agreed upon for you and the client and further explain how use of that skill might affect implementation of treatment.

Support your posts and responses with specific references to the Resources. Be sure to provide full APA citations for your references.

2.

• Assignment: Assessment Application

Imagine how terrible it would be to plan a party and no one showed up. As a social worker, you may very well plan a group and no one attends. Why might this happen? In part, it might be due to a lack of proper planning. Prior to establishing a group, there is a great deal of planning that needs to occur. First and foremost, you need to assess the need for the group.

• • Why does this group need to be provided?

  • Are there enough individuals who would want this type of group?

  • Is there a clear identified gap in services at the agency that shows a need for this group?

  • Have you chosen a time when many clients could attend this group?

  • What are the criteria for being accepted into the group?

  • Is there a possible incentive that could be offered for attending the group (bus or gas fare, food, etc)?

  • Do you need babysitting services so that clients with children are free to attend the group?

  • Is this a task group, an educational group, and or a psychosocial group?

  • Is the group open-ended or time-limited?

As you can see, there are many details a social worker needs to address, prior to starting a group. Once these details are finalized, how will you run the group and what intervention skills might you use to meet the need you identified?

For this Assignment, review this week’s Resources. Then, select a population with which you might like to build a group. Consider the needs of the population and the type of group you might build to benefit the population. Think about how you might structure this group and what role you, the social worker, might need to assume in order to support the group members. Finally, reflect on what intervention skills this group might require and the potential group dynamics of which you should be aware while running the group. 

3.

Assignment: (3- to 6-page paper in APA format).

Your paper should include:

• • A description of the population with which you might like to build a group and an explanation of the type of group you might build with this population.

  • An explanation of the concerns that might be addressed for this population in that group and a description of which cultural structures and values may oppress, marginalize, alienate, create, or enhance privilege and power for this group.

  • A description of the details you must consider when planning the group. For example, composition of the group, recruitment strategies, format (open or closed), time frame, and use of screening interviews for members.

  • An explanation of the intervention skills needed for working with this group and an explanation of the potential professional roles the social worker might need to take on as the leader.

  • An explanation of the potential dynamics to be aware of when running this particular group.

Support your Assignment with specific references to the Resources. Be sure to provide full APA citations for your references.

SOCW 6101 week 9

Required

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2014). Understanding generalist practice (7th ed.). Stamford, CT: Cengage Learning.

• • Chapter 8, "Evaluation, Termination, and Follow-Up in Generalist Practice" (pp. 289–329)

• Walden Mental Measures Yearbook Database

  • Note: Search this database in the Walden Library for assessment measures you might use to evaluate treatment in Discussion 1.

Required

• Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

  • Working with Immigrants and Refugees: The Case of Abdel

  • Working with Clients with HIV/AIDS: The Case of Pedro

• Steketee G., Frost, R. O., Tolin, D. F., Rasmussen, J., & Brown, T. A. (2010). Waitlist-controlled trial of cognitive behavior therapy for hoarding disorder. Depression and Anxiety, 27(5), 476–484.
  Retrieved from the Walden Library databases.

Required

• Siebold, C. (2007). Everytime we say goodbye: Forced termination revisited, a commentary. Clinical Social Work Journal, 35(2), 91–95.
  Retrieved from the Walden Library databases.

4.

• Discussion 1: Treatment Evaluation

Many social work students dread taking research classes. They often view the courses as unnecessary to be a good social worker when, in fact, the opposite is true. How do you really know that your interventions are working, unless you evaluate them? As a social worker it is essential to identify in a quantifiable manner whether a treatment is helping the client or if it needs to be abandoned for another approach. In the past, social workers depended on recognizing a client’s progress through their own observations. Today, with a significant push both in the field of social work and among insurance companies to provide evidenced-based practice, social workers now are expected, more than ever, to evaluate their practice. Selecting the proper measurement/evaluation tool, based on the clients’ presenting concerns and treatment goals, will provide the evidence-based practice that is expected by the field.

For this Discussion, review this week’s Resources, including the course-specific case studies. Select either Abdel or Pedro from the course-specific case studies provided and search the Mental Measures Yearbook database to identify potential scales that could be used to evaluate the treatment. Select one of the scales you identified and consider why it might be useful in evaluating treatment. Finally, think about the validity and reliability of that scale.

Note: The course-specific case study you select should differ from the case study you selected in Week 6.

Post by Day 3 a description of the scale you might use to evaluate treatment for the client in the case study you selected and explain why you selected that scale. Be sure to reference the case study you selected in your post. Finally, explain the validity and reliability of that scale.

Support your posts and responses with specific references to the Resources. Be sure to provide full APA citations for your references.

Required

• Walden Library: Counseling and Psychotherapy Transcripts, Client Narratives, and Reference Works Database

  • Note: Search this database in the Walden Library for examples of video transcripts you might use as a model for your own role play video transcript.

•   2,022 results  |  page  1  »  2  »  3  »  4  »  5  »  6  »  7  »  8  »  9  »  10  ...  21

  Session Title ▼	Author ▼	In Series ▼	Date ▼
  Series 1, Session 1: Client has very low self-esteem and appears depressed. She wishes she could put her relationship insight to constructive use. She knows she acts irrationally and wants to change her unhealthy emotions	Albert Ellis Institute	Albert Ellis Institute Collection	2009
  Series 1, Session 6: Client is trying to train herself to not talk when she is feeling anxious	Albert Ellis Institute	Albert Ellis Institute Collection	2009
  Series 1, Session 7: Client is trying to be constructive with her emotions. She notices the connection between physical and emotional pain	Albert Ellis Institute	Albert Ellis Institute Collection	2009
  Series 1, Session 8: Client has been working on acceptance of her emotions	Albert Ellis Institute	Albert Ellis Institute Collection	2009
  Series 2, Session 1: Client in her late 20s has been deported from Portugal while teaching English. She experiences irrational emotions and extreme reactions to stress resulting in states of panic. She hopes to find healthy coping mechanisms to deal with her anxieties and life changes.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 2, Session 2: Client has been having fights with her family over housing issues and with her boyfriend over when he is supposed to call her. She wants to confront her irrational thoughts about these issues and not let things bother her so much.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 2, Session 3: Client's Portuguese boyfriend is going to move in with her, which has caused some stress. She is experiencing irrational anxiety about the relationship as well as self-loathing, and has problems with catastrophising situations.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 2, Session 4: Client continues catastrophising her relationship and experiences self-loathing as a result of her perfectionism.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 2, Session 5: Client has difficulties admitting when she has made mistakes as a result of her perfectionism. She has anxiety related to being judged by her peers and her boyfriend.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 2, Session 6: Client has begun accepting her perfectionism. She would like to be healthier and also control her irritation when her boyfriend does small things which annoy her.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 2, Session 7: Client has made some progress in her irritability but still judges herself, her boyfriend, and others too harshly. Her perfectionism manifests as a need to be successful at everything she finds important, and a lack of trying in everything she does not.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 2, Session 8: The client has misgivings about her relationship with her boyfriend after having read his email. Neither of them are very emotionally expressive, and she wants to rectify this, though she fears rejection.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 2, Session 9: The client has been attempting to be more expressive towards her boyfriend, but he has not been receptive, and she worries about rejection. There have also been some family problems.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 3, Session 1: Male client in his 20s with a previous history in therapy presents with academic problems and apathy as a result of low tolerance for frustration.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 3, Session 2: Client prepared academically as a result of his last session and reports a degree of success. He feels a lot of pressure from his parents, but plans to change paths and pursue a food-related profession.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 3, Session 3: The client has been more academically motivated lately, and must now sustain his success. He also has social anxiety and a difficult past relationship with a girlfriend who shared his desire for same-sex relationship experimentation.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 3, Session 4: Client struggles with his indecision about going back to college versus pursuing a career in the food industry. He has a new girlfriend, but they are tentative about the relationship.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 3, Session 5: Client's attempts to better his academic performance continue with some measure of success. He also suffers from social anxiety and a distraught ex-girlfriend, both of which will be a problem when he goes back to college after academic probation.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 3, Session 6: Client has had both academic setbacks and successes. He is concerned about maintaining friendships with his peers at his previous college and dealing with his parents and social anxiety.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 1: A female student in her early twenties suffers from social anxiety, making interactions with her friends and roommate difficult. She feels guilty about being unemployed, but her anxiety hampers her hopes of securing a job in retail.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 2: Client has problems with confrontation due to her social anxiety and fear of judgment. She is assigned homework to apply to retail jobs in the coming week in order to face what makes her uncomfortable.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 3: Client has made some progress with confronting her anxiety and applying to retail positions; she disputes her catastrophic thinking.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 4: Client and therapist go outside together to confront strangers in the street, working on the client's social anxiety.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 5: Client has been avoiding her shame-attacking exercises, succumbing to her anxiety. She confronts her social awkwardness and aversion to engaging in conversation. A male friend has shown interest in her, but she has difficulty contacting him and setting up a date as a result of her social anxiety.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 6: Client experienced an awkward social situation with the male friend she has been thinking of asking out. She resists doing so because of her fear of rejection and judgment as well as her feelings of guilt, although she is capable of suppressing her anxiety in order to attend school.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 7: Client sees the male friend she is interested in again but is still reluctant to pursue him for a relationship. She also has some anxiety about her performance in school.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 8: After an incident with her friends, client has not spoken with the male friend she is interested in. She attempts to text him.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 9: Client explores exciting aspects of anxiety-provoking events to focus on such as packing for trips or putting together outfits before going out. She also discusses her coursework at school.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 10: Client discusses her resume and anxiety over interviewing, then considers taking a public speaking class and going out with friends to help her face her fears.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Series 4, Session 11: Client has experienced anxiety about her birthdays in the past, which makes her anxious about her approaching birthday. Planning can help reduce the anxiety.	Albert Ellis Institute	Albert Ellis Institute Collection	2010
  Volume no. 1: Loretta: Client is interviewed by Dr.'s Ellis, Felder, and Rogers. She is hospitalized at the time of interview and suffers from schizophrenia	Ellis, Albert, 1913-2007; Felder, Richard E., ?-2008; Rogers, Carl, 1902-1987	American Academy of Psychotherapists
  Volume no. 2: 19-Year-Old Male: This is a sequence of five excerpts from the first nine interviews with a 19-year-old young man. A brief description of the tenth interview is also included. These first ten interviews represent to me the gradual development of a potentially therapeutic relationship. The five excerpts here seem the concrete steps in the progressive development of that relationship	Rogers, Carl, 1902-1987	American Academy of Psychotherapists
  Volume no. 3: Mr. Vac: Client feels very down, takes a long time to break his silence at the beginning of this session	Rogers, Carl, 1902-1987	American Academy of Psychotherapists
  Volume no. 5: Miss Mun: Client is intensely annoyed by other women. She finds herself most impatient while dealing with women	Rogers, Carl, 1902-1987	American Academy of Psychotherapists
  Volume no. 6: Mr. Lin: Client believes himself to be homosexual and wants to change	Rogers, Carl, 1902-1987	American Academy of Psychotherapists
  Volume no. 7: Client feels ambivalent about his life in general. He is concerned that he has not set life goals yet and must do so to attain any real happiness	Rogers, Carl, 1902-1987	American Academy of Psychotherapists
  Volume no. 8: Mrs. P.S.: Client talks to Dr. Rogers about her childhood and family relationships	Rogers, Carl, 1902-1987	American Academy of Psychotherapists
  Volume no. 9: Composite A, B, C: Symptoms, patient had anxiety states, phobic fear of driving, mild depersonalization; that is she said, “I have a feeling of artificiality”, fears of having leukemia and cancer, hostile fantasies to her children, a degree of sexual frigidity during the past three years	Levitsky, Abe	American Academy of Psychotherapists
  Volume no. 11: John Jones: The patient with whom the following recorded interview is held is a 31-year-old freelance copywriter who has been a fixed homosexual since the age of 14. He has had only a few heterosexual experiences, when girls have taken the initiative with him. And these have not turned out very well since he has shown himself to be too passive, effeminate and campy	Ellis, Albert, 1913-2007	American Academy of Psychotherapists
  Volume no. 12: Gregg: Client and therapist discuss client's dreams	Progoff, Ira, 1921-1998	American Academy of Psychotherapists
  Volume no. 13: Harry: Client spends much of the time worrying about being recorded in this session	Anonymous	American Academy of Psychotherapists
  Volume no. 14: Jim: He originally came in with an acute paranoid episode which rapidly subsided and direct analysis was terminated at that point	Rosen, John	American Academy of Psychotherapists
  Volume no. 17: Miss E.S.T.: Young female client has been undergoing Electroconvulsive therapy	Felder, Richard E., ?-2008	American Academy of Psychotherapists
  Volume no. 15: Don: His presenting complaints initially were that he felt frustrated and “tight” in all of his living and he had had a sense of being unable to use his native intelligence. He had a sense of being dissatisfied with life generally but was unable to state in just what ways	Felder, Richard E., ?-2008; Warkentin, John	American Academy of Psychotherapists
  Volume no. 20: Two Group Sessions: These two group sessions were selected because they illustrate the dynamic interaction that exists within my group and the effectiveness of this interaction in breaking through the rather rigid defense system of Betty, a highly competent and successful professional woman whose frustration in her personal life stemmed partially from an overemphasis on maintaining the persona of maturity	Heisler, Verda	American Academy of Psychotherapists
  Volume no. 21: Multiple Therapy With a Couple	Felder, Richard E., ?-2008; Whitaker, Carl	American Academy of Psychotherapists
  Volume no. 23: Mr. and Mrs. Navnor: The interview with this couple, Mr. and Mrs. Navnor took place a day immediately following their initial request to the base chaplain for assistance in their marriage	Becker, Russell, fl. 1957	American Academy of Psychotherapists
  Volume no. 24: The Betterlys: Family therapy with parents and daughter	Becker, Russell, fl. 1957	American Academy of Psychotherapists
  Volume no. 29: Marney: Client believes therapist is the only man she loves (including her husband and sons). She claims to want to end therapy in order to end the torture of loving Dr. Greenwald	Greenwald, Harold, 1910-1999	American Academy of Psychotherapists
  Volume no. 34: Rational Emotive Therapy #1: Client is confused about where her relationship stands with her ex-husband and his children. She feels like a failure after a long separation period from her husband ends in divorce	Ellis, Albert, 1913-2007	American Academy of Psychotherapists
  Volume no. 34: Rational Emotive Therapy #2: Client's low self-esteem is effecting her ability to do her job well	Ellis, Albert, 1913-2007	American Academy of Psychotherapists
  Volume no. 56: Hypnotic Age Progression: Client's promiscuity is making her physically ill. These sexual relationships go no where and she is sick of getting herself into them, literally. She talks about being sexually abused by her brother as a young girl	Rothman, Irwin	American Academy of Psychotherapists
  Volume no. 92: Edward: client is angry with his mother and siblings	Bocchini, Richard	American Academy of Psychotherapists
  Volume no. 103: Don: Psychotherapy By the Option Method. During the last year and a half Don has been in individual therapy every other week. Prior to that he had a combination of individual and group therapy. Some of the themes that Don deals with in the tape are sexual fantasies, selfishness versus taking care of oneself and trusting oneself	Berger, Miriam E.	American Academy of Psychotherapists
  Patient at Wisc., February 1962: Client is a military veteran who had been diagnosed with a catatonic schizophrenic reaction. After EST and insulin coma therapy, he has made some what of a recovery but, he continues to land himself in psychiatric hospitals. Therapist does some fantasy-imagination work with client	Whitaker, Carl	American Academy of Psychotherapists	1962
  BJ - Amy 3-01 Session	Anonymous
  Solution-Focused Therapy for Addictions: This transcript is an initial therapy session with Insoo Kim Berg and Carla in which Berg helps Carla apply the methods that she has used in addressing her previous drug addiction to her current goal of changing her eating behaviors	Berg, Insoo Kim, 1934-2007	Brief Therapy for Addictions	2000
  Cognitive Therapy: In this session Dr. Liese uses Cognitive therapy to work with the client's substance abuse issues	Liese, Bruce, fl. 2000	Brief Therapy for Addictions	2000
  Harm Reduction Therapy for Addictions: Harm Reduction Therapy is an innovative approach that focuses on reducing the harmful consequences of drug use. The therapist accepts the client on his or her own terms and tries to reduce barriers to treatment. In this session, Dr. Marlatt works with a heroin-addicted client who is considering entry into a methadone program	Marlatt, G. Alan, fl. 2006	Brief Therapy for Addictions	2000
  Couple Therapy for Addictions: Dr. McCrady reminds us that alcohol and drug problems always exist in a context that includes families and relationships, and that couples therapy is an important model for working with addictions. Dr. McCrady uses a behavioral approach that helps the client change his or her addictive behaviors, helps the partner learn to respond differently, and helps the couple change the relationship itself. In this transcript, Dr. McCrady works with a young couple trying to change behaviors related to alcohol and marijuana use	McCrady, Barbara S.	Brief Therapy for Addictions	2000
  Motivational Interviewing: In this transcript, Dr. Miller demonstrates how Motivational Interviewing helps people resolve their ambivalence about changing addictive behaviors. The therapist creates an atmosphere that is conducive to change by expressing empathy and encouragement, rolling with resistance, and helping the client explore the gaps between their current behaviors and the life they would like to lead. In this session, Dr. Miller works with a client who is considering changing his alcohol use and smoking habits	Miller, William R.	Brief Therapy for Addictions	2000
  Reality Therapy for Addictions: Dr. Wubbolding adapts his renowned Reality Therapy approach to work with clients struggling with addictions. His practical and systematic approach helps clients evaluate the effectiveness of current behaviors and focus on practical plans of action for change. In the transcript, Dr. Wubbolding works with a client whose recovery from cocaine addiction is complicated by depression	Wubbolding, Robert E., fl. 2001	Brief Therapy for Addictions	2000
  Integrating Therapy With 12 Step Program: Psychotherapy and 12-step groups have complimentary roles in a client's process of recovery, which is illustrated here by Dr. Zweben as she focuses on the role of such groups as Alcoholics Anonymous and Narcotics Anonymous within the therapy session. In this transcript, Dr. Zweben works with a Desert Storm veteran who is currently drinking and who is considering the possibility of contacting Alcoholics Anonymous	Zweben, Joan Ellen	Brief Therapy for Addictions	2000
  Stages of Change Model: This transcript is an initial therapy session with Dr. Norcross and LC, a client who is at the maintenance stage in recovery from cocaine addiction and the contemplation stage in addressing issues related to alcohol	Norcross, John C., 2011	Brief Therapy for Addictions	2000
  Brief Therapy in Action - Anxiety, Arousal, or Anger	Freeman, Arthur, fl. 2000
  Session 1: Client is uncomfortable in one-on-one relationships. She discusses her work as a teacher to young boys. She always experiences tension while visiting her family	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 2: Client is having a difficult time feeling comfortable talking in therapy. She expects sympathy from the therapist. She remembers when she started disliking herself so immensely when she was just prepubescent	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 3: Client has been experiencing intense nervousness before and even after the therapy sessions. The feeling has been intense enough to induce physical symptoms such as nausea, loss of appetite, and stomach ache	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 4: Client would feel embarrassed and out of control if she allowed herself to cry in front of the therapist. She learned from her parents to never show emotions in front of other people	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 5: Client describes her irritations and disdain for her assistant at work. Client seeks reassurance from her husband after therapy sessions. She searches for flaws in everyone she knows to assuage her own feelings of inferiority	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 6: Client has to criticize others to feel better about her own perceived short-comings	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 7: Client's frustrations with her sense of losing control make her want to become withdrawn and isolated. She often wonders if she really does love her husband or if they are just compatible from years of living together	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 8: Client remembers always feeling comfortable around men her father's age. She has always used attention-seeking behavior with her parents	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 9: Client is noticing that she tends to have mostly unpleasant topics to talk with her husband about. She feels bad for putting such negativity on him. she projects feelings of impatience and disapproval onto the therapist	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 10: Client is mainly concerned about herself and what others think of her	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 11: Client becomes upset when she realizes that she will have to fight for someone's attention. She dislikes competition of any type	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 12: Client is very upset that she been unable to come up with anything to talk about in her session. She does not like having to be spontaneous. She does not feel comfortable telling the therapist certain things about him that bother her, she feels it is too personal and hostile	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 13: Client feels that her need to dominate others is a response to her feelings of inferiority	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 14: Client is still experiencing nervousness on her way to therapy. She feels inferior at work quite often	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 15: Client is having a hard time accepting her mother's affection, she feels like it is too little too late	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 16: Client explains how she tries to discuss only matters of high importance to her while in therapy. She feels very uncomfortable in silence so feels the need to speak incessantly during her sessions	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 17: Client describes how she sometimes has to withdraw from being intimate with her husband, this leads to feelings of guilt	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 18: Client cannot stop thinking about her grandmother who has recently died. She does not feel like she can cry due to being raised in a family where emotional states were not shown	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 19: Client describes how she would love to be able to just let go and scream sometimes, to release frustrations. The power goes off during this session; client describes an intense fear of the dark, a fear that the room may cave in upon her	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 20: Client has a fear of missing out on something or being left out. She is very worried about how others perceive her actions. She describes her fear of becoming a rape victim	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 21: Client does not feel like she is doing her job well. She becomes anxious when she sees or hears other people enjoying themselves	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 22: Client is still experiencing nervousness before arriving to her therapy sessions. She discusses her obsession with death. She continually feels the need to dominate others	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 23: Client feels like it is just as hard now as it was in the beginning of therapy to talk about her personal issues with the therapist because he still feels like a stranger to her	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 24: Client is uncomfortable with the opening and shutting of doors especially while waiting in the therapist's office, it makes her feel shut out from everything. She feels like everyone is out to get her so she has to be on the defensive	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 25: Client is very defensive towards her assistant at work, she feels threatened by her adequacy	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 26: Client feels like her time is encroached upon when someone else calls into her session. She finds herself feeling like she needs to compete for her alloted time with the therapist. She feels that going through psychoanalysis makes her disloyal to her parents	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 27: Client feels upset by seeing therapist outside of context	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 28: Client feels less nervous and shut out than usual. She describes what she finds attractive in men and how she had to overcome the fact her husband does not have these attributes	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 29: Client discusses some spousal relationship issues. She is fearful of her marriage being like her relationship with her father	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 30: Client discusses her spousal relationship. She becomes annoyed with her husband easily. She wishes her husband would accept a platonic relationship with her over an intimate, married relationship	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 31: Client is afraid to ask for things of others. She seems almost intimidated by having to ask a favor. She fears rejection	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 32: Client feels like she is making personal progress but, she does not feel like her spousal relationship is improving. She discusses why she does not want children	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 33: Client feels like she cannot relate to her husband. She often feels the urge to use physical violence against her husband	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 34: Client was late to session and built up a feeling of nervousness due to her tardiness. Her tension over her spousal relationship has been relieved some, she has been eager to spend time with her husband recently	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968
  Session 35: Client is having death fantasies about her parents. She is extremely uncomfortable with her own vagina due to an accident from childhood that left her scarred. She finds it difficult to have sexual intercourse because she is repulsed by her assumed disfigurement	Dahl, Hartvig, 1923-2007	The Case of Mrs. C	1968

•   2,022 results  |  page  1  »  2  »  3  »  4  »  5  »  6  »  7  »  8  »  9  »  10  ...  21

•       All    |    #   A   B   C   D   E   F   G   H   I   J   K   L   M   N   O   P   Q   R   S   T   U   V   W   X   Y   Z   

• Copyright © 2008 by Alexander Street Press, LLC • About | Help | Terms of Use

5.

• Discussion 2: Management of Planned and Unplanned Termination

Ending a client relationship can be just as difficult as ending a personal relationship. In fact, while much of the literature addresses when to terminate, a more significant topic is the feelings that surround termination. Depending on the client and the length of treatment, saying goodbye can be hard for both of you. As a result, you should prepare for termination and the feelings surrounding this step of the GIM process early in the client-social worker relationship.

While you generally anticipate that successful treatment will lead to the eventual termination of the client relationship, there are a variety of other reasons for why this relationship might come to an end. There might be a set number of sessions the client’s insurance will allow, or maybe the end of your internship is quickly approaching. Maybe termination results from the unexpected, like a new job, an illness, or the client leaves without notice. Regardless of the cause, you and your client must be prepared for the end of your working relationship. Not discussing termination can result in uncomfortable feelings, including anger and disappointment for the client. As the social worker, you might feel disappointed about not being able to see the treatment through to completion. Even when termination is a planned event, clients might respond with anger, increased silence, missed sessions, or early termination. If they feel positive about this next step, they might express feelings of satisfaction and pride, with an appropriate amount of sadness about losing this relationship. While you are involved in a purely working relationship, you may be surprised at how many emotions or what types of emotions might surface for both of you when terminating the relationship. 

For this Discussion, review this week’s Resources. Consider potentially positive and negative feelings that you, as a social worker, and the client might feel regarding the termination of a therapeutic relationship. Then, think about how you might assist the client with the potential negative feelings. Finally, reflect on how you might help yourself with your own potentially negative feelings.

Post by Day 4 a brief description of two potential positive and two potential negative feelings that both you, as the social worker, and the client might feel, regarding the termination of a therapeutic relationship. Then, explain a skill you might use to assist a client with the potential negative feelings. Finally, explain how you might help yourself with your own potentially negative feelings.

Support your posts and responses with specific references to the Resources. Be sure to provide full APA citations for your references.

Optional