Social Work Practice with Children and Adolescents
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Social Work Practice with Children and Adolescents
Week 5 6446 Social Work Practice with Children and Adolescents
Stress and Adjustment
Readings
- Cook, E. C., Chaplin, T. M., Sinha, R., Tebes, J. K., & Mayes, L. C. (2012). The stress response and adolescents’
adjustment: The impact of child maltreatment. Journal
of Youth and Adolescence, 41(8), 1067–1077.- Keller, P. S., Cummings, E. M., Peterson, K. M., & Davies, P. T. (2009). Marital conflict in the context of parental depressive symptoms: Implications for the development of children’s adjustment problems. Social Development, 18(3), 536–555.
- Miller, L. D., Short, C., Garland, E. J., & Clark, S. (2010). The ABCs of CBT (cognitive behavior therapy): Evidence-based approaches to child anxiety in public school settings. Journal of Counseling & Development, 88(4), 432–439.
- Rew, L., Principe, C., & Hannah, D. (2012). Changes in stress and coping during late childhood and preadolescence. Journal of Child and Adolescent Psychiatric Nursing, 25(3), 130–140.
- Document: DSM-5 Bridge Document: Trauma, Stress, and Adjustment (PDF)
Trauma, Stress, and Adjustment The DSM-IV described adjustment disorders as a single classification. These are now recognized as a heterogeneous group of disorders closely associated with stress, both traumatic and non- traumatic. As such, adjustment disorders are classified in the DSM-5 along with trauma (including posttraumatic stress disorder, formerly included in DSM-IV “Anxiety Disorders”) and reactive attachment disorder (formerly included in DSM-IV “Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence”). The new inclusive DSM-5 classification is called “Trauma- and Stress-Related Disorders.” The common criteria across these disorders are exposure to a traumatic or stress-inducing event. Reactive Attachment Disorder The DSM-IV included two subtypes of this disorder, representing distinct behavioral expressions. The DSM-5 separates these subtypes into different diagnoses (though they retain a single numerical identifier). Reactive attachment disorder (formerly the withdrawn/inhibited subtype) results from neglect or other influences early in development that negatively impact a child’s ability to form firm attachments. It is characterized by a pattern of emotional withdrawal, limited or absence emotional responsiveness, and limited positive affect. There may also be observed negative affect incongruent with circumstance. The disorder generally appears during 9 months to 5 years of age. Diagnoses over the age of 5 years should be made cautiously, as little research supports or describes the manifestation of this disorder in older children or adolescents. Disinhibited Social Engagement Disorder In contrast to reactive attachment disorder, this new diagnosis—formerly the indiscriminately social/disinhibited subtype of reactive attachment disorder—is also linked to significant deficits in caregiving at very young ages. However, unlike reactive attachment disorder, children with this diagnosis may have well-formed attachments. This disorder is characterized by a pattern of indiscriminate interaction with adults, such as a willingness to approach and interact with those who are unfamiliar. Behaviors may also include excessively verbal or physical that is inconsistent with cultural or age-appropriate norms. This disorder is also associated with attentionseeking behaviors, overfamiliarity, and inauthentic expression of emotion. Persistence through adolescence is often accompanied by increased peer conflict. Posttraumatic Stress Disorder (PTSD) The DSM-5 includes several changes to this diagnosis. The revised PTSD diagnosis can be used with adults, as well as with adolescents and children over the age of 6. Criterion A, which pertains to the manner in which the traumatic event was experienced, has been significantly revised to more specifically describe direct, indirect, and witnessing experiences. Criterion A2 from the DSM-IV has been eliminated, thus removing interpretations of subjective response. Criterion B now includes more descriptive wording and is described as “intrusion © 2014 Laureate Education, Inc. Page 2 of 2 symptoms.” Criterion C from the DSM-IV has been separated into two symptom clusters: persistent avoidance of associated stimuli (Criterion C in the DSM-5) and negative alterations in cognitions and mood (Criterion D in the DSM-5). The criterion cluster association with alterations in arousal and reactivity has expanded to include verbally or physically aggressive behavior, recklessness, and self-destructive behavior. Another important change in this diagnosis is the addition of specific criteria for children ages 6 or younger. These criteria are founded in the criteria applicable to adolescents and adults; however, they also include important age-specific variations. The DSM-5 also includes important information regarding most common comorbidity differences between children and adults diagnosed with this disorder. Oppositional defiant disorder and separation anxiety disorder most commonly occur with this diagnosis in children. Acute Stress Disorder As with PTSD, the specific wording of Criterion A has been revised to more clearly identify the manner in which the trauma was experienced, with the former criterion A2 from the DSM-IV eliminated entirely. Additional symptomology has been regrouped into five main categories (intrusion, negative mood, dissociation, avoidance, and arousal) with a total of 14 symptoms; individuals need to have 9 of the 14 symptoms present in order to meet Criterion B. Onset and duration have been revised as well, noting the presence of Criterion B symptoms to be present 3 days to 1 month after exposure to the traumatic event. Two additional new diagnoses are also part of this classification: other specified trauma- and stressor-related disorder, and unspecified trauma- and stressorrelated disorder. Both of these diagnoses represent significant clinical distress or impairment based on diagnostic criteria common to this classification, but do not meet full criteria for a specific diagnosis. Clinicians should use other specified trauma- and stressor-related disorder and add the specific reason for the more general diagnosis (e.g., delayed onset of more than 3 months, or culturally-associated concepts). The latter diagnosis—unspecified trauma- and stressor-related disorder—is used when clinicians cannot (or choose not to) identify reasons for the inability to make a more specific diagnosis, yet clearly observe multiple criteria from the trauma- and stressorrelated disorders classification. Reference: • American Psychiatric Association (2013). Highlights of changes from DSM-IV-TR to DSM-5. Retrieved from http://www.dsm5.org/Documents/changes%20from%20dsm-ivtr%20to%20dsm-5.pd
Assignment
Application: Interventions The Assignment (2–3 pages):
- Describe an evidence-based intervention for the stress or adjustment issue you selected, and explain why this intervention is appropriate.
- Explain one way you might address one culture, family, or social factor in your intervention and how.
- Describe two ways you might educate and/or support the parents/guardians as they try to help their child or adolescent through the stress or adjustment issue. Be specific.
- Use the week’s resources and the current literature to support your response.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the week’s resources for this course.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!