Part I: Diagnostic Summary and MSE

Provide a diagnostic summary of the client, Carl. Within this summary include:

· Identifying Data/Client demographics

· Chief complaint/Presenting Problem

· Present illness

· Past psychiatric illness

· Substance use history

· Past medical history

· Family history

· Mental Status Exam (Be professional and concise for all nine areas)

· Appearance

· Behavior or psychomotor activity

· Attitudes toward the interviewer or examiner

· Affect and mood

· Speech and thought

· Perceptual disturbances

· Orientation and consciousness

· Memory and intelligence

· Reliability, judgment, and insight

Part II: Analysis of MSE

After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:

· Identify any areas in your MSE that require follow-up data collection.

· Explain how using the cross-cutting measure would add to the information gathered.

· Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?

· Would you discuss a possible diagnosis with Carl at this point in time? Why?

Support Part II with citations/references. The DSM 5 and case study do not need to be cited. Utilize the other course readings to support your response.

Discussion: Choosing and Using Single-System Design

Many people receive their first introduction to the scientific method in their early school years. The first experiments which students undertake typically involve plants, chemicals, or small animals in a tightly controlled experimental environment. These experiments enable students to establish a relatively clear cause-and-effect relationship between the outcome of the experiment and the manipulation of the variables.

As soon as a researcher introduces a human element, proving a cause and effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended interventions outside of social workers’ direct observation. Yet, evidence-based research calls for social workers to establish cause-and-effect relations between selected interventions and client outcomes as much possible. To meet this challenge, social workers must understand the study designs available to them and all of the variations of that design that can increase the rigor of the experiment and improve the likelihood of verifying a cause-and-effect relationship.

In this week’s case study, you decide whether the social worker in the case study has appropriately chosen a single-system (subject) design and implemented it in such a way that it can be considered an appropriate example of evidence-based research.

To prepare for this Discussion, read the case study Social Work Research: Single Subject and criteria for using single-system (subject) designs as evidence of effective practices in this week’s resources. Consider whether the study design described in the case study will serve the purpose of evaluating the program’s practice approach (case management with solution-focused and task-centered approaches). Consider whether these approaches are well suited to evaluation by the types of measurement used in the study. Consider to what objective measurement the numerical scales used to measure problem-change and task completion corresponds. Consider what new knowledge and evidence for the efficacy of the treatment approaches Chris has generated with her study.

By Day 3

Post an evaluation of the proposed study design described in the case study file. Explain whether the outcome of Chris’ study with her client George would lead you to adopt the model of case management with solution-focused and task-centered approaches, and substantiate your choice. Provide recommendations for improvements should Chris and her colleagues wish to submit the study to the evidence-based practice registry. Include a rationale for your recommendations.

For this discussion, please be sure to watch the Time Management video featuring SNHU Leaders:

Time Management

Also, review Chapter 2: Making the Most of Your Time.

One of the most important success skills we lean on is our ability to manage time. It is a skill that we need in all aspects of our lives, and it is one that we must revisit frequently with any new addition or change to our schedules. In the end, we all get the same number of hours in a day, week, month, and so on.

In the leadership video this week, SNHU president Paul LeBlanc explains the challenge of busy versus productive in attempting to be impactful or make a difference. Time management is, in a larger sense, priority management. And, as priorities change, we must continually adjust in order to remain impactful and effective in our personal lives, work, and school. The reading this week, “Making the Most of Your Time,” includes a multitude of strategies that can be implemented for success both in and out of the classroom. Taking into consideration both the video and reading for this week, work to address the following in your initial post:

1. When, where, or how are you most productive? How do you feel when you are productive versus busy? Is there a difference? Explain.

2. In contrast, we have all had times when we were really busy and yet, at the end of the day, we didn’t feel like we got anything accomplished. Consider the Time Management Matrix, the reading, and the leadership video you watched this week in regard to prioritizing tasks. How will you prioritize your personal, academic, and/or professional responsibilities in order to be productive in your role as a student? Explain. For example: Are there urgent, unimportant tasks you can move off your schedule?

Please note: You can use this response to help you identify the black holes for your final project.

3. Both Paul LeBlanc and Greg Fowler were featured this week. What other message around time management from the video connected with you? Why?

Answer one of the following  questions in 100 words based on the attach document.

Paulo Freire, ‘Pedagogy of the Oppressed’ (1968)

Chapter 1.

1. What does Paulo Freire mean when using the following terms: “oppressed,” “oppressors;” “humanization,” “dehumanization,”? (p.43-44).

(Answer the question in your own words. Also find examples in the text).

2. Why does Freire think that the “struggle for humanization [for humanity]” is “possible”? Why is it worth fighting for? And what according to Freire is necessary for “…this struggle to have meaning…”? How might you describe his ethics for society? (p.44).

(Find examples in the text to support your answers).

3. Why does Freire argue that “…almost always, during the initial stage of the struggle, the oppressed, instead of striving for liberation, tend themselves to become oppressors, or “sub-oppressors”? What does he mean? (Also, think about Brazil, and what this might mean in its historical context? Who would the “sub-oppressors” be in Brazil’s history?) (45-46).

(Again, find examples in the text).

4. What does Freire mean by the term, a, ”fear of freedom”? What and who is he referring to? (p46-48). (*also, see the‘footnote’ on page 46).

(Answer the question in your own words, and find examples in the text to support your points).

5. How does Freire define the “pedagogy of the oppressed”? What does he mean by the concept?  And also, what is its central obstacle, or “problem,” moving forward in the struggle for liberation? (48).

(Find examples in the text).

Chapter 2.

6. What does Freire mean by the following statement: “Education is suffering from narration sickness”? How does the statement relate to education, and also to the teacher-student relationship according to Freire? (71).

7. Very importantly, what is the “banking concept of education”? What does Freire mean by this concept? (72-76).

8. And also, against this model of education, what does Freire mean by the terms, “solidarity,” “communication,” and “authentic thinking” on the final page of your reading? According to Freire, how and why are these concepts necessary for a more liberating form of education?

9. Can you think of any connections between Freire’s ideas and the other readings in the course, up until now?

10. And finally, think about the world today. How might Freire’s ideas relate to the ethics of our contemporary society? Who are the oppressors? Who are the oppressed? And also, more specifically, think about his “pedagogy of the oppressed,” in relation to current struggles for liberation and humanization (human and civil rights). These might include, ‘Black Lives Matter;’ ‘The 1619 Project,’ and/or others.

In your own words, think critically about the question and the world today.

Assignment: Family Life-Cycle Stages

Although every individual experiences family life-cycle transitions in unique ways, common challenges and experiences often arise at these transition periods. For example, many couples experience changes in their sexual relationship after they become parents. Likewise, adults’ understanding of what it means to have “positive” sexual functioning may differ at different stages in the family life cycle. It is important for helping professionals to pay attention to the unique needs of the individual clients they serve, while also keeping in mind these common challenges and experiences that may arise.

The family life-cycle stages you will consider for this assignment are:

• Single adulthood
• Committed, long-term relationships
• Becoming parents
• Divorce/relationship termination and remarriage/re-partnering
• Older adulthood

The Assignment (2- to 3-page paper):

Use the five family life-cycle stages listed in the Sexuality in Adulthood Across the Family Life Cycle chart to organize your thoughts for this assignment. For this paper:

• Describe two common sexuality-related transitions or concerns at each stage.
• Provide two examples of how research and theory characterize positive sexual functioning during each stage.
• Briefly describe how you might intervene or use this information to assist clients.