20 Jan Post an application of the attachment theory to the case of either Tiffani or Brady
SOCW–6111: ADVANCED CLINICAL SOCIAL WORK PRACTICE I
Week 4: Assessment of Adolescents
Adolescence is often one of the most difficult stages individuals experience in their lives. Think back to your own teenage years and consider some of the questionable choices you made at that time, or reflect upon some of your responses to situations that may now seem emotionally and hormonally driven. Given the nature of the developmental changes that occur during adolescence, it can be quite challenging for a clinician to assess what a client is actually experiencing. During the adolescent stage, teens will often exhibit behaviors that seem unhealthy, dangerous, and sometimes even pathological. A closer look at the current developmental stage of the client and the familial history may lead to a very different conclusion. Therefore, social workers need to be very thorough when assessing adolescents and take into consideration multiple factors prior to planning and intervening.
Discussion 1: Attachment Theory
The adolescent stage can be described as a time where there is a loss of innocence and a preentry into adulthood. A large part of being an adolescent is beginning that process of stepping out into the world and learning about oneself as a unique and autonomous individual. This movement out into the world is contingent upon the knowledge that this young person will have a safe and secure home to return to at the end of the day. If a traumatic loss or event has occurred in the adolescent’s life, there may be no safe base to which this individual can return. Attachment theory teaches us that a young person’s ability to attach/engage with peers, family, and other potential support systems is an important aspect of the developmental process. During the adolescent stage of development, assessing attachment styles is important because it provides a window into how the adolescent relates to others, which allows the clinician to choose the appropriate intervention.
For this Discussion, choose either the program case study for the Bradley family or the course-specific case study for Brady.
By Day 3
Post an application of the attachment theory to the case of either Tiffani or Brady. Discuss the connection between his or her attachment style and the exhibiting behavior.
Support your posts with specific references to this week’s resources. Be sure to provide full APA citations for your references
( Note!!! PLEASE WRITE OUT EACH QUESTION BEFORE PROVIDING A RESPONSE)
Note!! “FEEDBACK RESPONSE FROM PROFESSOR from previous work. Remember to use headings for peer responses as well. To enhance your learning use multiple examples and reference multiple required and outside sources for the original and peer responses Nice Start
Note!!! Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references both within the text and on the referencing section. PLEASE ALWAYS INCLUDE THE REQIRED TEXTBOOK as part of the references and if possible some of the REQUIRED READING if applicable. Please always start by referring to THE TEXTBOOK, Social Work Practice with Individuals and Families: Evidence-Informed Assessments and Interventions 2013
NOTE!!! Remember to synthesize/paraphrase the content you incorporate in your weekly discussion board responses and always cite appropriately according to APA conventions; it is your responsibility! Remember to use headings for all original and peer responses, as this is part of APA formatting. Please ensure you are proofing your work prior to submitting. TIP type your responses in a word document, so you can proofread then copy and paste the response into the discussion board forum.
Required Readings
Gross, J. T., Stern, J. A., Brett, B. E., & Cassidy, J. (2017). The multifaceted nature of prosocial behavior in children: Links with attachment theory and research. Social Development, 26(4), 661–678.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
• The Bradley Family (pp. 17–19)
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
• Working With Families: The Case of Brady (pp. 26–28)
Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.
Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.
Withers, M. C., McWey, L. M., & Lucier‐Greer, M. (2016). Parent–adolescent relationship factors and adolescent outcomes among high‐risk families. Family Relations, 65(5), 661-672.
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