Design a Personal Self-Care Plan.

[WLO: 1] [CLO: 4]

Prior to beginning work on this Journal, read The Importance of Self-Care in the Epilogue in your text and Self-Care in The World of Empirically Supported Treatments (Links to an external site.). Locate, read, and cite a credible article on burnout in the helping professions. What are some signs to watch for when working in the helping professions that might indicate that you or a colleague may be experiencing burnout? Describe your self-care plan to help alleviate stress and ward off burnout while working in the field of human services? (Note: this is your self-care plan; write as much as you need). Your journal entry should be at least 300 words long. Design a Personal Self-Care Plan.

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2. Week 6 – Learning Activity

International Human Services

Topic: Human sex trafficking against female victims.

Prior to beginning work on this learning activity, read Chapter 15 of the text and The Generalist Model: Where Do the Micro and Macro Converge? (Links to an external site.)

Summarize one of the crimes against women and children described in the readings, and explain how you could approach this crime as a human services professional from a micro standpoint or a macro standpoint. Explain how you would choose to work with individuals if you selected micro practice. Explain how you would choose to work with communities and organizations if you selected macro practice. This learning activity will require 350 to 600 words. Design a Personal Self-Care Plan.

 

Required Resources

Text

Martin, M. E. (2018). Introduction to human services: Through the eyes of practice settings (4th ed.). Pearson.

• Chapter 14: Rural Human Services
• Chapter 15: International Human Services
• Epilogue: The Future of Human Services: New Opportunities
• The full-text version of this ebook is available through your online classroom through the Redshelf platform. This book is an introductory textbook outlining the broad discipline of human services. Chapter 14 will assist you in your Serving Rural Communities discussion forum and the My Future as a Human Services Professional Final Paper this week. Chapter 15 will assist you in your International Human Services learning activity and the My Future as a Human Services Professional Final Paper this week. The Epilogue will assist you in your Design a Personal Self-Care Plan journal and the My Future as a Human Services Professional Final Paper this week. Design a Personal Self-Care Plan.

Articles

Miller, S. E., Tice, C. J., & Harnek Hall, D. M. (2008). The generalist model: Where do the micro and macro converge? (Links to an external site.) Advances in Social Work, 9(2), 80–90. https://doi.org/10.18060/203

• This article provides information about the generalist model in human services and will assist you in your International Human Services learning activity and the My Future as a Human Services Professional Final Paper this week. Design a Personal Self-Care Plan.

Puterbaugh, D. (2015, May 28). Self-care in the world of empirically supported treatments (Links to an external site.). Counseling Today. http://ct.counseling.org/2015/05/self-care-in-the-world-of-empirically-supported-treatments/

• This article provides information about self-care in the helping professions and will assist you in your Design a Personal Self-Care Plan journal and the My Future as a Human Services Professional Final Paper this week.
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  Privacy Policy(Links to an external site.) Design a Personal Self-Care Plan.

 

Recommended Resources

Articles

Amnesty International. (2018). USA: “You don’t have any rights here.” Illegal pushbacks, arbitrary detention and ill-treatment of asylum-seekers in the United States. https://www.amnesty.org/download/Documents/AMR5191012018ENGLISH.PDF

• This website provides information about the importance of immigrant rights and may assist you in your International Human Services learning activity this week.
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  Privacy Policy(Links to an external site.) Design a Personal Self-Care Plan.

Carlson-Rainer, E. (2017). Sweden is a world leader in peace, security, and human rights. World Affairs, 180(4), 79–85. https://doi.org/10.1177/0043820018759714

• The full-text version of this article is available through the MasterFILE Premier database in the Ashford University Library. This article provides information Sweden as a World Leader in peace, security, and human rights and may assist you in your International Human Services learning activity this week. Design a Personal Self-Care Plan.

El-Amin, T., Anderson, B. L., Leider, J. P., Satorius, J., & Knudson, A. (2018). Enhancing mental health literacy in rural America: Growth of Mental Health First Aid program in rural communities in the United States from 2008–2016. Journal of Rural Mental Health, 42(1), 20–31. https://doi.org/10.1037/rmh0000088

• The full-text version of this article is available through the PsycARTICLES database in the Ashford University Library. This article provides information about mental health literacy in rural America and may assist you in your Serving Rural Communities discussion forum this week. Design a Personal Self-Care Plan.

Greene, G. J., Madkins, K., Andrews, K., Dispenza, J. & Mustanski, B. (2016). Implementation and evaluation of the keep it up! Online HIV prevention intervention in a community-based setting. AIDS Education & Prevention, 28(3), 231–245. https://doi.org/10.1521/aeap.2016.28.3.231

• The full-text version of this article is available through the CINAHL Complete database in the Ashford University Library. This article provides information about HIV prevention and may assist you in your International Human Services learning activity and your Serving Rural Communities discussion forum this week. Design a Personal Self-Care Plan.

Negandhi, P. H., Neogi, S. B., Chopra, S., Phogat, A., Sahota, R., Gupta, R., Gupta, R., Zodpey, S. (2016). Improving reporting of infant deaths, maternal deaths and stillbirths in Haryana, India. Bulletin of the World Health Organization, 94(5), 370–375. https://doi.org/10.2471/blt.15.157693

• The full-text version of this article is available through the CINAHL Complete database in the Ashford University Library. This article provides information about HIV prevention and may assist you in your International Human Services learning activity this week. Design a Personal Self-Care Plan.

Oliveira, C., Keygnaert, I., Oliveira Martins, M. do R., & Dias, S. (2018). Assessing reported cases of sexual and gender-based violence, causes and preventive strategies, in European asylum reception facilities. Globalization & Health, 14(1), 48–59. https://doi.org/10.1186/s12992-018-0365-6. Design a Personal Self-Care Plan.

• This article provides information about mental health literacy in rural America and may assist you in your Serving Rural Communities discussion forum this week.
  Accessibility Statement does not exist.
  Privacy Policy(Links to an external site.) Design a Personal Self-Care Plan.

Pollack, D. (2015, June). Sexual assault of minors in rural areas: the role of human service departments. Policy & Practice, 73(3). 32–33.

• The full-text version of this article is available through the Business Insight Global database in the Ashford University Library. This article provides information about sexual assault of minors in rural areas and may assist you in your Serving Rural Communities in your discussion forum this week. Design a Personal Self-Care Plan.

Thompson, J., & Haley, M. (2018). Human trafficking: Preparing counselors to work with survivors. International Journal for the Advancement of Counselling, 40(3), 298–309. https://doi.org/10.1007/s10447-018-9327-1

• The full-text version of this article is available through the ERIC database in the Ashford University Library. This article provides information about sexual and gender-based violence and may assist you in your International Human Services learning activity this week. Design a Personal Self-Care Plan.

Wagaman, M. A., Geiger, J. M., Shockley, C., & Segal, E. A. (2015). The role of empathy in burnout, compassion satisfaction, and secondary traumatic stress among social workers. Social Work, 60(3), 201–209. https://doi.org/10.1093/sw/swv014

• The full-text version of this article is available through the CINAHL Complete database in the Ashford University Library. This article provides information about burnout and may assist you in your Design a Personal Self-Care Plan journal this week. Design a Personal Self-Care Plan.

Webpage

USC Suzanne Dworak-Peck School of Social Work. (2019, June 25). How social workers can prioritize self-care in high stress working environments (Links to an external site.). https://dworakpeck.usc.edu/news/how-social-workers-can-prioritize-self-care-high-stress-working-environments

• This webpage provides information about the importance of self-care and may assist you in your Design a Personal Self-Care Plan journal this week.
  Accessibility Statement does not exist. Design a Personal Self-Care Plan.

Paper details

Social work clinicians keep a wide focus on several potential syndromes, analyzing patterns of symptoms, risks, and environmental factors. Narrowing down from that wider focus happens naturally as they match the individual symptoms, behaviors, and risk factors against criteria A–E and other baseline information in the DSM-5.

Over time, as you continue your social work education, this process will become more automatic and integrated. In this Discussion, you practice differential diagnosis by examining a case that falls on the neurodevelopmental spectrum and/or within Disruptive, Impulse-Control, and Conduct Disorders. Sociology homework help

To prepare:

• Read the case provided by your instructor for this week’s Discussion and identify relevant symptoms and factors. You may want to make a simple list of the symptoms and facts of the case to help you focus on patterns.
• Read the Morrison (2014) selection. Focus on Figure 1.1, “The Roadmap for Diagnosis,” to guide your decision making.
• Identify four clinical diagnoses relevant to the client that you will consider as part of narrowing down your choices. Be prepared to explain in a concise statement why you ruled three of them out.
• Confirm whether any codes have changed by checking this website: American Psychiatric Association. (2017, October 1). Changes to ICD-10-CM codes for DSM-5 diagnoses. Washington, DC: Author. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm-5/coding-updates

By Day 3

Post a 300- to 500-word response in which you address the following: Sociology homework help

• Provide a full DSM-5 diagnosis of the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
• Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
• Identify which four diagnoses you initially considered in the case of the client, using the DSM-5 diagnostic criteria to explain why you selected these four items. In one or two sentences each, explain why three of these diagnoses were excluded.
• Explain any obvious eliminations that could be made from within the neurodevelopmental spectrum.
• Describe in detail how the client’s symptoms match up with the specific diagnostic criteria for the primary disorder that you finally selected for him. Note two other relevant DSM-5 criteria for that illness from the sections on “diagnostic features” and “development and course” that fit this case.

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https://dsm-psychiatryonline-org.ezp.waldenulibrary.org/doi/10.1176/appi.books.9780890425596.dsm15

https://doi-org.ezp.waldenulibrary.org/10.1176/appi.books.9781585629992

The Case of Arthur

 

Intake Date: January 18, 2021

 

IDENTIFYING/DEMOGRAPHIC DATA:  Arthur is a 12-year-old male in 5th grade who was brought in for services by his adoptive mother. He is very small in stature, appearing to be only 8 years old. He also acts younger than his 12 years, carrying around toy cars in his pockets, which he proudly displays and talks about in detail.  Arthur was adopted at age 2 by distant cousins. His mother was a single mom that had become involved with drugs.  She knew she was unable to care for Arthur and decided to give him a better home.  The adoptive parents are upper-middle class and have three biological children (ages 9, 7, and 5). Sociology homework help

 

CHIEF COMPLAINT/PRESENTING PROBLEM:  Arthur hates any type of transition and will get upset and have temper tantrums if his mother does not prepare him for any changes in plans. He is reported to kick and hit both parents, and they have had to restrain him at times to stop him from hurting himself and others. He sometimes reacted when his lunch was packed differently within his lunch box for school. He also seemed to pay less attention to teachers and often interrupted the class with his own comments.

 

HISTORY OF PRESENT ILLNESS:  Initially Arthur’s parents were unsure what to do about their son’s behaviors. His mother is the primary caretaker and his father thought she should handle any therapy or problems related to school. His mother reported that she was now “at the end of her rope” and was ready to give her son up to foster care. Both parents are exhausted. Arthur’s mother shared her frustration with Arthur’s father, who “just does not understand how hard it is to care for him.”  Arthur’s language and developmental skills were far less developed than his age at the time of his adoption.  When the adoption was completed and they brought him home, Arthur cried often and refused to sleep for the first 2 days they had him. They tried holding him, but he would not quiet down. Sociology homework help

Arthur is reported to often get upset with his siblings and hit or kick them. His mother stated that Arthur has always had issues with jealousy, and when her other children were younger, she had to closely monitor him when he was around them. She reported several occasions when she found Arthur attempting to suffocate each of his younger siblings when they were babies. Arthur’s mother explained this as part of his “always being immature” and not good at explaining himself. Besides this, his mother reported that he is not a “mean” child but tends to function according to his own rules. He often needed reminders to use his “indoor voice” and to “wait his turn to speak.”

The mother reported that Arthur often hides food in his room and gorges himself when he eats. She said she does not understand this behavior because he always has enough food, and she never restricts his eating. In fact, because of his small size and weight, she often encourages him to eat more.

The parents have never sought help before, as Arthur managed to largely keep up with his schoolwork. He does have an aide in the classroom to help with his work and behavior.  His mother said that he has always taken things literally, but up until 5th grade, he had attended school without major problems. They had not been concerned about his grades or lack of friends. His mother said that he has always been “very shy” and never had a “best friend.” He has always shown interest in cars, trains, and trucks. Recently, behaviors at school changed and worsened. His school has complained of his inability to focus and the increase in his disruptive behaviors.

Collateral contact with his teachers confirmed that he struggles with school, has no friends, and often has “meltdowns” when he does not get his way. One teacher noted that in small group classroom activities, Arthur has trouble with restlessness and will stumble over his words, pause excessively, and restart talking fairly rapidly and loudly. His teachers noted a concern about occasional facial “tics” that occurred at times. His teachers commented that he talks a lot about details of World War II at times in school. Sociology homework help

 

PAST PSYCHIATRIC HISTORY:  Arthur had never had any official testing for special education, nor had he ever received any counseling services, since up to now he was able to keep up with his schoolwork with the help of the aide.

 

SUBSTANCE USE HISTORY:  None reported.

 

PAST MEDICAL HISTORY:  Arthur was not initially immunized.  After he was adopted, his parents immunized him on the later age schedule.

 

FAMILY HISTORY INCLUDING MEDICAL AND PSYCHIATRIC:  Arthur’s biological mother used drugs from an early age.  There is no information about Arthur’s dad other than he too was a drug user.  Arthur was adopted by distant relatives, but there is no information about Arthur’s immediate family.

 

CURRENT FAMILY ISSUES AND DYNAMICS:  See history of present illness.

 

MENTAL STATUS EXAM:  The school social worker met briefly with Arthur alone.  During this time, he was clearly restless, appeared anxious, and avoided her in the room. He was very slow to engage with her and was distracted by his pocket toys, which he continuously meddled with. He had pressured speech and some facial tics and was unable to keep his legs still during the interview. When he did engage, he chose to play a board game during his time in the session and he talked in detail about World War II and each of the boats in the game. His hand was in his pocket fingering toys at some moments. When asked how he knew so much about all the warships, he stated that he often watched television documentaries on the subject. Once on this topic, he took less time to respond and spoke at length. Arthur appeared oriented to time and place. His voice in this interview was somewhat monotonic and repetitive of his interests. He was generally cooperative, and the interview passed without incident; although, it was obvious that he was eager to be “dismissed” from the meeting. Sociology homework help

 

 

Reply to Sean in 125 words,focusing on and further discussion of the Graph of Life exercise. Also include textbook and biblical citation in reply

case study 1

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I had the privilege today of meeting with Nathan a 26-year-old single male. Nathan has been referred to me by a friend of his of whom I know through his parents. Nathan lives with his parents locally and works in a small grocery store in our hometown. While in our first session I learned that Nathan has received his bachelor’s degree in Business Administration just over two years ago from one of our larger state collages near our town. So far Nathan has not been able to secure a position in his field of study nor is he sure exactly what area in that field he would be fulfilled working in. Nathan shared with me that he is not in a serious relationship currently but would very much like to be should the right woman enter his life. Nathan expressed that a relationship with God is important to him, but that he found himself having trouble trusting God due to the lack of growth and satisfaction in his life.Case Study 1 Life Reply

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              Nathan was nervous at the beginning of our time together, so I took the opportunity to explain to him that “coaching is an alliance between two equals that exists for the purpose of meeting the client’s needs and goals” (Collins, G. 97 chp 5). We then began to discuss some of the goals he hoped to achieve and how we would work together to see that he reached them. He shared with me that his being able to trust and relate to God ranked among the more important things to him and how he felt that if that area of his life were more alive a few of his other goals such as his career, relationship and moving out of his parents home and into one of his own may become a reality and not a dream.Case Study 1 Life Reply

I began to ask Nathan questions about things he may have tried in the past if any? What had worked for him and what did not? I was curious to learn if he had considered what it would be like if he reached some of these and I then began to explain some of the methods and techniques we would use to accomplish his goals. I also thought this a good time to explain to him what he could expect from me as well as what I expect from him on our journey. I let him know that there would be times that this process would be tough and that it would require work and a commitment and that I would help to hold him accountable, but that I would not be able to hold his hand.Case Study 1 Life Reply

I shared with Nathan that one of the tools that I found to be helpful was the Graph of Life. As I gave him a copy of the graph and explained how it worked, I encouraged him to be honest as there are no right or wrong answers. I shared with him that this was merely a tool used to start with so that we could quantify the steps to be taken to reach our goals. When he finished Nathan shared that he could more clearly see the end of the journey with its starting point and end clearly mapped out. “Coaches or their clients can never win the race of life when we have no idea where we are going” (Collins, G. 97). I wanted to him to see also that change is work and at times hard work and that we would face it together and that we would depend on God for the strength and direction to see it through. “but those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary; they will walk and not be faint” (Isaiah 40:31 NIV).

While I did enjoy this assignment, I found it to be very challenging. I found that I had to be both coach and coachee, causing me to have to think about how to approach for the maximum benefit of Nathan. I found that every bit as important as what he and I did was the order in which we did them.  Once I finished the graph for myself and considered that accomplishment would only come through honesty, I feel that throughout most of my life I lacked direction and became complacent willing to give up. This was useful to me for several reasons. Seeing where I am in life and gain a sense of how the client may see themselves on the graph are just two of these. I believe the graph useful and look forward to using it. Case Study 1 Life Reply

 

Reference

Collins, G. (2009). Christian Coaching: Helping others turn potential into reality. ColoradoSprings, CO: NavPress.(780)

 

____________________________________________________________________________________________________

Reply to Sarah in 125 words, focusing on and further discussion of the Graph of Life exercise. Also include textbook and biblical citation in reply

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Case Study Assignment

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Part 1:

My client is Nathan. He is currently 26 years old and living at home with his parents. Nathan completed his Business Degree in Business Administration a few years ago, but is currently working at a local grocery store. He is single with no kids and no real responsibilities. However, Nathan has addressed in our initial session, that his goals for coaching; is to build a clearer future and to develop a closer relationship with God in the process. As he is currently struggling with Trusting God in the result that his life is not going as planned. He also has dreams to find a job within his field and one day find a nice girl, move out of his parents house and settle down.(Case Study Instructions, Hypothetical Client, p.4) Case Study 1 Life Reply

To begin our coaching session, I would first initiate our practice to open up in prayer and to ask God for wisdom, knowledge, clarity and guidance for the direction of his life. It’s essential that we be certain that our will aligns with God’s will. We would then reflect and meditate on Psalms 37:23, which states; “The Steps of a good man are ordered by the Lord: and he delighteth in his way.”(KJV) I believe that this would be a great first foundation builder to promoting that closer relationship with God that Nathan is seeking. Moreover, we would then focus on the elements of the Graph of Life Structure. I would introduce this model by explaining to Nathan the benefits of being able to highlight some possible target points about himself that he may have not been aware of. We would walk through this process to determine what portion applies to the goals in which he is trying to reach. This process will give us the insight to focus on where he is at present and where he would like to be.

I feel that this Graph of Life will help my client reach his goals, by determining what he is satisfied most about in his life and what he is most dissatisfied about. Therefore, by creating a sense of awareness on who he is at present, from here we can turn his attention to creating a plan of action to where he wants to be. This plan would serve as a guide to be creative and come up with new ways to approach his goals as he moves forward in his coaching sessions. (Collins, 2009, Chapter 6) Case Study 1 Life Reply

Lastly, my client will learn that he has to first be aware of what is potentially causing him to feel suck, recognize his obstacles and challenges that keep him from pursuing his desires, and then get clarity on his vision so that he knows what his focus is set on. (Collins, 2009, Chapter 7) By recognizing these things he can promote positivity and stay on track towards his transformation in the right direction. Also, with this exercise he is able to navigate through this journey more effectively so that he can began to view his future a lot clearer than before. Case Study 1 Life Reply

Part 2:

As I reflect on my own personal experiences within this assignment, I was enlightened by how it helped me to become more aware of some of the more specific areas in my on life, of which I hadn’t payed much attention to prior. It was definitely a moment of analyzing where I really am at this point in my life, as opposed to where I would like to be. At times we often go with the flow and take life as it comes, but never really recognizing what satisfies us and what we really desire most out of life. After all, life is about being fulfilled on every level of the 11 Core Competencies.

In the process of completing this assignment, I learned that I am not all where I desire to be in most of these areas, so it was extremely useful for me to be able to self-reflect and find out the state of my own goals, vision and the things I value most. Therefore, I will definitely implement more Recreation/Relaxation time, Socialize more often and fully pursue my Ministry. As these among others are vitally important to a healthy and postive mindset needed to stay focused, and set my plan of action into gear to accomplish my goals.

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In addition, what I gained from writing this case study, is that we do need an initial structure in order to build a solid foundation to examine and reflect on the Core Concepts that gives us purpose and meaning. With this guide we can organize a plan of action that is strategic towards transforming our lives. At this point, I can certainly see myself incorporating this graph in the future with my own clients, because in utilizing this graph for my hypothetical client, I was provided with a sense of a focused direction to start connecting the dots towards the reason for the coaching in the first place.Case Study 1 Life Reply

Reference

Collins, G. (2009). Christian Coaching: Helping others turn potential into reality. ColoradoSprings, CO: NavPress.

 

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Power and privilege

1.      How and why is a social group represented in a particular way?

Define social groups, (representation of women Ismone (who is very stereotypical), antigone herself, mother says nothing ) DONT FORGET WHY

YOUR TASK

1.      Write an outline, which details how you will approach the task, including which of the set

Sample Outline:

Prescribed question: How and why is a social group represented in a particular way?

Title of the text for analysis: Othello by William Shakespeare

 Part of the course to which the task refers: Part 2 – Language and mass communication

My critical response will:

●     Introduce the plot behind William Shakespeare’s play Othello.

●     Show how multiple male characters verbally objectify women in a vulgar manner.

●     Point out the use of symbolism in portraying women as objects throughout the play.

●     Explain how the aggressive tone of the male characters contributes to objectification of females.

●     Relate the predicament to modern day issues revolving around equality of the sexes.

●     Conclude by stating that Shakespeare’s viewpoint of women had been shaped by the Elizabethan society at the time of the play.

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