[Solved] SOCW 6101 WEEK 9 WRITING A TREATMENT PLAN

Assignment Prompt & Instructions

PLEASE SEE ATTACHMENT – ## VIDEOSCRIPTPART3.docx – ## VIDEOSCRIPTPART2.docx – ## SOCW6101STUDENTSAMPLEPAPER2.pdf – ## VIDEOSCRIPT1.docx – ## MBSDirect_EmpowermentSeries_UnderstandingGeneralistPracticeCHAPTER6READINGONLY.pdf – SOCW6101STUDENTSAMPLEPAPER.pdf – SOCW6101WRITINGATREATMENTPLANINSTRUCTION.docx – MBSDirect_EmpowermentSeries_UnderstandingGeneralistPracticeCHAPTER16READINGONLY.pdf – EthicsAliveToRecordorNotToRecord_TheEthicsofDocumentation-SocialWorker.comREADINGONLY.pdf **## VIDEOSCRIPTPART3.docx** **VIDEO SCRIPT PART 3** LINDA: Thank you for agreeing to come in and meet together. I know I've met with the two of you individually, but there are some issues that we need to discuss as mother and daughter. Have you two had a chance to discuss any of the things that have been going on? MRS. BARGAS: Well, it's hard to talk about anything when I don't know what you two are talking about. And she doesn't tell me anything. LINDA: What we do discuss in this office is confidential. But we are going to talk openly now about the issues between the two of you. Mrs. Bargas, can you share some of your concerns that you have about Amy? MRS. BARGAS: I feel like you're shutting me out. We don't talk the way we used to. I need you, honey. I've got a lot on me right now– work, things with dad. AMY: You've got a lot on you? What about me? She's got me working with my little brother after school. I have to feed him dinner and help with his homework. And I've got my own schoolwork to deal with. LINDA: Amy, how would you feel about sharing with your mom what's been going on at school so that she can better understand? OK. We'll keep working on that. How do you feel about Amy's reluctance to talk about this? MRS. BARGAS: Ever since I started working, I feel completely out of touch. I don't know what's going on with anyone in the family now. It scares me. LINDA: OK. I think we've identified some things that we can work on. **## VIDEOSCRIPTPART2.docx** **VIDEO SCRIPT PART 2** LINDA: Amy, can you talk to me? You're safe here. AMY: I'm not safe anywhere. LINDA: Tell me what's going on? How are things at home? AMY: My dad's sick. He had a stroke a few weeks ago. Everything's so messed up there. But I'm sure you already heard that from my mom. You're her social worker, too, right? LINDA: Yes. AMY: What else did she tell you? I bet she told you I won't talk to her about what's going on. I can't talk to her. She's so upset about everything that's going on with my dad. The last thing she needs to hear is my problems. I thought about talking to my guidance counselor at school, but I can't do that either. They'll only see me, and it will get worse. That's why my mom brought me to you, thinking you can help me, where they can't see. LINDA: Tell me a little bit more about school. What do you mean by if they see you it will get worse? AMY: Some girls, they've been picking on me– calling me names– fat pig, ugly. They make fun of my clothes. Yesterday, two of them are waiting by my locker. They pushed me down, rubbed food in my hair. There were others in the hall, but they just stood there and laughed. LINDA: How did that make you feel? AMY: How do you think? It hurts. They make me feel like a freak. I'm scared what they're going to do next. I hate school. LINDA: I understand. AMY: But that's not the worst. They text me late at night, waking me up, saying they're going to beat me up. They say, I deserve it for being so ugly. I'm starting to think they're right. LINDA: Have you told anybody about these threats? AMY: They'll get me worse if I snitch. Besides, nobody will understand. LINDA: What do you mean by nobody will understand? AMY: Because they won't. Nobody understands what it feels like. Not unless they go through it. [text message] LINDA: How do you feel right now? AMY: Read for yourself. How would you feel? **## SOCW6101STUDENTSAMPLEPAPER2.pdf** SOCW 6101 WEEK 9 ASSIGNMENT Treatment Plan  Identify the client. Amy is a female teenager that resides with her siblings in a two-parent household. She is the oldest sibling of five She was referred to services due to the lack of communication, cutting school and at risk for failing two courses.  Describe the problems that need to be addressed. Struggling at school with bullies and academically. Client reports that she does not feel safe anywhere. Unable to communicate her feelings with her mother due to the household stressors that her mother is currently dealing with due to her father’s most recent stroke.  Explain how you would work with the client to identify and prioritize problems. I would assist the client with limiting distractions. I could assist the client in making realistic expectations for herself. I could assist the client with sorting tasks by urgency and importance.  Identify the related needs based on the identified problems. Build active listening skills between the parent and the client Build communication skills and self esteem Find positive outlets for the client to express herself  Describe how you would utilize client strengths when selecting a strategy for intervention. The client strengths are that she is has a supportive family. She has access to a guidance counselor at school  Identify at least two treatment plan goals. Amy has trouble with being sociable at school and home environment. She often struggles with positive thinking about herself, resulting in low self-esteem. Amy struggles with communicating her thoughts and feelings in an effective manner. This study source was downloaded by 100000800531006 from CourseHero.com on 01-25-2024 11:11:54 GMT -06:00 https://www.coursehero.com/file/140066192/SOCW-6101-WK-9-ASSIGNMENTdocx/  Create at least one measurable objective to meet each goal. Amy will learn to practice and utilize positive self-talk to build her confidence. She will engage in positive social interaction with peers in a positive manner, to build self-esteem and confidence 4 out 5 days per week over the next 60 days.  Explain the specific action steps to achieve objectives. Amy will practice positive affirmations in the mirror before school Amy will utilize positive outlets such as journaling to express her thoughts and feelings Amy will communicate with the guidance counselor at school via email to express her issues and concerns regarding bullying.  Describe what information is important to document in a treatment plan, and explain why. It is important to document the progress the client is making towards objectives and goals. The client may need to need work longer on a particular or have a goal revised. The client contributing their experiences with obtaining the goal is also important. This study source was downloaded by 100000800531006 from CourseHero.com on 01-25-2024 11:11:54 GMT -06:00 https://www.coursehero.com/file/140066192/SOCW-6101-WK-9-ASSIGNMENTdocx/ Powered by TCPDF (www.tcpdf.org) **## VIDEOSCRIPT1.docx** **VIDEO SCRIPT PART 1** [music playing] LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today? MRS. BARGAS: Well– I've been out of husband had a stroke. He's still in the hospital. So it's been– a lot, all at once. And the money– I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children. LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned. MRS. BARGAS: My daughter Amy– she's my oldest– she's been having the hardest time. She's cutting classes at school and she's failing two of her courses. LINDA FORTE: So how did you hear about our agency and how can I help? MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could– speak to somebody. LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems? MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea. LINDA FORTE: Has Amy ever spoken to the social worker at her school, before? MRS. BARGAS: No, I don't think so. LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find? MRS. BARGAS: Well, before I married my husband, I worked as a nanny. LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had. MRS. BARGAS: Well, I was much could do that work, now. Maybe I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office? LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you. MRS. BARGAS: I don't know how I'm going to pay the rent. LINDA FORTE: I know right now is really tough for you. MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just– I don't know. LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK? MRS. BARGAS: I'm sorry, what? LINDA FORTE: Are you all right? [music playing] LINDA FORTE: Good news. I spoke with the career counselor and she has an available opening for you, tomorrow. She thinks she can help you find a job. MRS. BARGAS: That's great! Thank you so much. I was wondering, actually, there's something else that you could help me with. I told you that my husband had a stroke. He's going to need speech therapy. But it's– we can't afford it. And we don't have any insurance. Is there any chance that you could call his doctor and see if my husband can get this therapy? He really needs it. LINDA FORTE: I may be able to help. But I'm going to need to understand your husband's situation a little bit better. Is there any way your husband would be willing to sign a release form, so I could talk to the doctor? MRS. BARGAS: You can't just call his doctor? I give you permission. LINDA FORTE: I'm afraid not. According to HIPAA regulations, the doctor is not allowed to discuss your husband's condition with me without his consent. Your husband could sign a release of information form, which would then make it possible for me to talk to his doctor. I recommend you go home and talk to your husband about whether he'd want to give his consent. MRS. BARGAS: OK. I will. Thank you so much. You've been so helpful. LINDA FORTE: Absolutely. And I look forward to seeing Amy next week. MRS. BARGAS: Bye. LINDA FORTE: Bye. [music playing] **## MBSDirect_EmpowermentSeries_UnderstandingGeneralistPracticeCHAPTER6READINGONLY.pdf** Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. 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No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. **SOCW6101STUDENTSAMPLEPAPER.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw6101studentsamplepaper-pdf) **SOCW6101WRITINGATREATMENTPLANINSTRUCTION.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw6101writingatreatmentplaninstruction-docx) **MBSDirect_EmpowermentSeries_UnderstandingGeneralistPracticeCHAPTER16READINGONLY.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mbsdirect-empowermentseries-understandinggeneralistpracticechapter16readingonly-pdf) **EthicsAliveToRecordorNotToRecord_TheEthicsofDocumentation-SocialWorker.comREADINGONLY.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsalivetorecordornottorecord-theethicsofdocumentation-socialworker-comreadingonly-pdf) **EthicsAliveToRecordorNotToRecord_TheEthicsofDocumentation-SocialWorker.comREADINGONLY.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsalivetorecordornottorecord-theethicsofdocumentation-socialworker-comreadingonly-pdf) **## VIDEOSCRIPTPART3.docx** **VIDEO SCRIPT PART 3** LINDA: Thank you for agreeing to come in and meet together. I know I've met with the two of you individually, but there are some issues that we need to discuss as mother and daughter. Have you two had a chance to discuss any of the things that have been going on? MRS. BARGAS: Well, it's hard to talk about anything when I don't know what you two are talking about. And she doesn't tell me anything. LINDA: What we do discuss in this office is confidential. But we are going to talk openly now about the issues between the two of you. Mrs. Bargas, can you share some of your concerns that you have about Amy? MRS. BARGAS: I feel like you're shutting me out. We don't talk the way we used to. I need you, honey. I've got a lot on me right now– work, things with dad. AMY: You've got a lot on you? What about me? She's got me working with my little brother after school. I have to feed him dinner and help with his homework. And I've got my own schoolwork to deal with. LINDA: Amy, how would you feel about sharing with your mom what's been going on at school so that she can better understand? OK. We'll keep working on that. How do you feel about Amy's reluctance to talk about this? MRS. BARGAS: Ever since I started working, I feel completely out of touch. I don't know what's going on with anyone in the family now. It scares me. LINDA: OK. I think we've identified some things that we can work on. **## VIDEOSCRIPTPART2.docx** **VIDEO SCRIPT PART 2** LINDA: Amy, can you talk to me? You're safe here. AMY: I'm not safe anywhere. LINDA: Tell me what's going on? How are things at home? AMY: My dad's sick. He had a stroke a few weeks ago. Everything's so messed up there. But I'm sure you already heard that from my mom. You're her social worker, too, right? LINDA: Yes. AMY: What else did she tell you? I bet she told you I won't talk to her about what's going on. I can't talk to her. She's so upset about everything that's going on with my dad. The last thing she needs to hear is my problems. I thought about talking to my guidance counselor at school, but I can't do that either. They'll only see me, and it will get worse. That's why my mom brought me to you, thinking you can help me, where they can't see. LINDA: Tell me a little bit more about school. What do you mean by if they see you it will get worse? AMY: Some girls, they've been picking on me– calling me names– fat pig, ugly. They make fun of my clothes. Yesterday, two of them are waiting by my locker. They pushed me down, rubbed food in my hair. There were others in the hall, but they just stood there and laughed. LINDA: How did that make you feel? AMY: How do you think? It hurts. They make me feel like a freak. I'm scared what they're going to do next. I hate school. LINDA: I understand. AMY: But that's not the worst. They text me late at night, waking me up, saying they're going to beat me up. They say, I deserve it for being so ugly. I'm starting to think they're right. LINDA: Have you told anybody about these threats? AMY: They'll get me worse if I snitch. Besides, nobody will understand. LINDA: What do you mean by nobody will understand? AMY: Because they won't. Nobody understands what it feels like. Not unless they go through it. [text message] LINDA: How do you feel right now? AMY: Read for yourself. How would you feel? **## SOCW6101STUDENTSAMPLEPAPER2.pdf** SOCW 6101 WEEK 9 ASSIGNMENT Treatment Plan  Identify the client. Amy is a female teenager that resides with her siblings in a two-parent household. She is the oldest sibling of five She was referred to services due to the lack of communication, cutting school and at risk for failing two courses.  Describe the problems that need to be addressed. Struggling at school with bullies and academically. Client reports that she does not feel safe anywhere. Unable to communicate her feelings with her mother due to the household stressors that her mother is currently dealing with due to her father’s most recent stroke.  Explain how you would work with the client to identify and prioritize problems. I would assist the client with limiting distractions. I could assist the client in making realistic expectations for herself. I could assist the client with sorting tasks by urgency and importance.  Identify the related needs based on the identified problems. Build active listening skills between the parent and the client Build communication skills and self esteem Find positive outlets for the client to express herself  Describe how you would utilize client strengths when selecting a strategy for intervention. The client strengths are that she is has a supportive family. She has access to a guidance counselor at school  Identify at least two treatment plan goals. Amy has trouble with being sociable at school and home environment. She often struggles with positive thinking about herself, resulting in low self-esteem. Amy struggles with communicating her thoughts and feelings in an effective manner. This study source was downloaded by 100000800531006 from CourseHero.com on 01-25-2024 11:11:54 GMT -06:00 https://www.coursehero.com/file/140066192/SOCW-6101-WK-9-ASSIGNMENTdocx/  Create at least one measurable objective to meet each goal. Amy will learn to practice and utilize positive self-talk to build her confidence. She will engage in positive social interaction with peers in a positive manner, to build self-esteem and confidence 4 out 5 days per week over the next 60 days.  Explain the specific action steps to achieve objectives. Amy will practice positive affirmations in the mirror before school Amy will utilize positive outlets such as journaling to express her thoughts and feelings Amy will communicate with the guidance counselor at school via email to express her issues and concerns regarding bullying.  Describe what information is important to document in a treatment plan, and explain why. It is important to document the progress the client is making towards objectives and goals. The client may need to need work longer on a particular or have a goal revised. The client contributing their experiences with obtaining the goal is also important. This study source was downloaded by 100000800531006 from CourseHero.com on 01-25-2024 11:11:54 GMT -06:00 https://www.coursehero.com/file/140066192/SOCW-6101-WK-9-ASSIGNMENTdocx/ Powered by TCPDF (www.tcpdf.org) **## VIDEOSCRIPT1.docx** **VIDEO SCRIPT PART 1** [music playing] LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today? MRS. BARGAS: Well– I've been out of husband had a stroke. He's still in the hospital. So it's been– a lot, all at once. And the money– I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children. LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned. MRS. BARGAS: My daughter Amy– she's my oldest– she's been having the hardest time. She's cutting classes at school and she's failing two of her courses. LINDA FORTE: So how did you hear about our agency and how can I help? MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could– speak to somebody. LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems? MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea. LINDA FORTE: Has Amy ever spoken to the social worker at her school, before? MRS. BARGAS: No, I don't think so. LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find? MRS. BARGAS: Well, before I married my husband, I worked as a nanny. LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had. MRS. BARGAS: Well, I was much could do that work, now. Maybe I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office? LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you. MRS. BARGAS: I don't know how I'm going to pay the rent. LINDA FORTE: I know right now is really tough for you. MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just– I don't know. LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK? MRS. BARGAS: I'm sorry, what? LINDA FORTE: Are you all right? [music playing] LINDA FORTE: Good news. I spoke with the career counselor and she has an available opening for you, tomorrow. She thinks she can help you find a job. MRS. BARGAS: That's great! Thank you so much. I was wondering, actually, there's something else that you could help me with. I told you that my husband had a stroke. He's going to need speech therapy. But it's– we can't afford it. And we don't have any insurance. Is there any chance that you could call his doctor and see if my husband can get this therapy? He really needs it. LINDA FORTE: I may be able to help. But I'm going to need to understand your husband's situation a little bit better. Is there any way your husband would be willing to sign a release form, so I could talk to the doctor? MRS. BARGAS: You can't just call his doctor? I give you permission. LINDA FORTE: I'm afraid not. According to HIPAA regulations, the doctor is not allowed to discuss your husband's condition with me without his consent. Your husband could sign a release of information form, which would then make it possible for me to talk to his doctor. I recommend you go home and talk to your husband about whether he'd want to give his consent. MRS. BARGAS: OK. I will. Thank you so much. You've been so helpful. LINDA FORTE: Absolutely. And I look forward to seeing Amy next week. MRS. BARGAS: Bye. LINDA FORTE: Bye. [music playing] **## MBSDirect_EmpowermentSeries_UnderstandingGeneralistPracticeCHAPTER6READINGONLY.pdf** Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. 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[View in new window](https://www.sweetstudy.com/files/mbsdirect-empowermentseries-understandinggeneralistpracticechapter16readingonly-pdf) **EthicsAliveToRecordorNotToRecord_TheEthicsofDocumentation-SocialWorker.comREADINGONLY.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsalivetorecordornottorecord-theethicsofdocumentation-socialworker-comreadingonly-pdf) **## VIDEOSCRIPTPART3.docx** **VIDEO SCRIPT PART 3** LINDA: Thank you for agreeing to come in and meet together. I know I've met with the two of you individually, but there are some issues that we need to discuss as mother and daughter. Have you two had a chance to discuss any of the things that have been going on? MRS. BARGAS: Well, it's hard to talk about anything when I don't know what you two are talking about. And she doesn't tell me anything. LINDA: What we do discuss in this office is confidential. But we are going to talk openly now about the issues between the two of you. Mrs. Bargas, can you share some of your concerns that you have about Amy? MRS. BARGAS: I feel like you're shutting me out. We don't talk the way we used to. I need you, honey. I've got a lot on me right now– work, things with dad. AMY: You've got a lot on you? What about me? She's got me working with my little brother after school. I have to feed him dinner and help with his homework. And I've got my own schoolwork to deal with. LINDA: Amy, how would you feel about sharing with your mom what's been going on at school so that she can better understand? OK. We'll keep working on that. How do you feel about Amy's reluctance to talk about this? MRS. BARGAS: Ever since I started working, I feel completely out of touch. I don't know what's going on with anyone in the family now. It scares me. LINDA: OK. I think we've identified some things that we can work on. **## VIDEOSCRIPTPART2.docx** **VIDEO SCRIPT PART 2** LINDA: Amy, can you talk to me? You're safe here. AMY: I'm not safe anywhere. LINDA: Tell me what's going on? How are things at home? AMY: My dad's sick. He had a stroke a few weeks ago. Everything's so messed up there. But I'm sure you already heard that from my mom. You're her social worker, too, right? LINDA: Yes. AMY: What else did she tell you? I bet she told you I won't talk to her about what's going on. I can't talk to her. She's so upset about everything that's going on with my dad. The last thing she needs to hear is my problems. I thought about talking to my guidance counselor at school, but I can't do that either. They'll only see me, and it will get worse. That's why my mom brought me to you, thinking you can help me, where they can't see. LINDA: Tell me a little bit more about school. What do you mean by if they see you it will get worse? AMY: Some girls, they've been picking on me– calling me names– fat pig, ugly. They make fun of my clothes. Yesterday, two of them are waiting by my locker. They pushed me down, rubbed food in my hair. There were others in the hall, but they just stood there and laughed. LINDA: How did that make you feel? AMY: How do you think? It hurts. They make me feel like a freak. I'm scared what they're going to do next. I hate school. LINDA: I understand. AMY: But that's not the worst. They text me late at night, waking me up, saying they're going to beat me up. They say, I deserve it for being so ugly. I'm starting to think they're right. LINDA: Have you told anybody about these threats? AMY: They'll get me worse if I snitch. Besides, nobody will understand. LINDA: What do you mean by nobody will understand? AMY: Because they won't. Nobody understands what it feels like. Not unless they go through it. [text message] LINDA: How do you feel right now? AMY: Read for yourself. How would you feel? **## SOCW6101STUDENTSAMPLEPAPER2.pdf** SOCW 6101 WEEK 9 ASSIGNMENT Treatment Plan  Identify the client. Amy is a female teenager that resides with her siblings in a two-parent household. She is the oldest sibling of five She was referred to services due to the lack of communication, cutting school and at risk for failing two courses.  Describe the problems that need to be addressed. Struggling at school with bullies and academically. Client reports that she does not feel safe anywhere. Unable to communicate her feelings with her mother due to the household stressors that her mother is currently dealing with due to her father’s most recent stroke.  Explain how you would work with the client to identify and prioritize problems. I would assist the client with limiting distractions. I could assist the client in making realistic expectations for herself. I could assist the client with sorting tasks by urgency and importance.  Identify the related needs based on the identified problems. Build active listening skills between the parent and the client Build communication skills and self esteem Find positive outlets for the client to express herself  Describe how you would utilize client strengths when selecting a strategy for intervention. The client strengths are that she is has a supportive family. She has access to a guidance counselor at school  Identify at least two treatment plan goals. Amy has trouble with being sociable at school and home environment. She often struggles with positive thinking about herself, resulting in low self-esteem. Amy struggles with communicating her thoughts and feelings in an effective manner. This study source was downloaded by 100000800531006 from CourseHero.com on 01-25-2024 11:11:54 GMT -06:00 https://www.coursehero.com/file/140066192/SOCW-6101-WK-9-ASSIGNMENTdocx/  Create at least one measurable objective to meet each goal. Amy will learn to practice and utilize positive self-talk to build her confidence. She will engage in positive social interaction with peers in a positive manner, to build self-esteem and confidence 4 out 5 days per week over the next 60 days.  Explain the specific action steps to achieve objectives. Amy will practice positive affirmations in the mirror before school Amy will utilize positive outlets such as journaling to express her thoughts and feelings Amy will communicate with the guidance counselor at school via email to express her issues and concerns regarding bullying.  Describe what information is important to document in a treatment plan, and explain why. It is important to document the progress the client is making towards objectives and goals. The client may need to need work longer on a particular or have a goal revised. The client contributing their experiences with obtaining the goal is also important. This study source was downloaded by 100000800531006 from CourseHero.com on 01-25-2024 11:11:54 GMT -06:00 https://www.coursehero.com/file/140066192/SOCW-6101-WK-9-ASSIGNMENTdocx/ Powered by TCPDF (www.tcpdf.org) **## VIDEOSCRIPT1.docx** **VIDEO SCRIPT PART 1** [music playing] LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today? MRS. BARGAS: Well– I've been out of husband had a stroke. He's still in the hospital. So it's been– a lot, all at once. And the money– I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children. LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned. MRS. BARGAS: My daughter Amy– she's my oldest– she's been having the hardest time. She's cutting classes at school and she's failing two of her courses. LINDA FORTE: So how did you hear about our agency and how can I help? MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could– speak to somebody. LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems? MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea. LINDA FORTE: Has Amy ever spoken to the social worker at her school, before? MRS. BARGAS: No, I don't think so. LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find? MRS. BARGAS: Well, before I married my husband, I worked as a nanny. LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had. MRS. BARGAS: Well, I was much could do that work, now. Maybe I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office? LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you. MRS. BARGAS: I don't know how I'm going to pay the rent. LINDA FORTE: I know right now is really tough for you. MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just– I don't know. LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK? MRS. BARGAS: I'm sorry, what? LINDA FORTE: Are you all right? [music playing] LINDA FORTE: Good news. I spoke with the career counselor and she has an available opening for you, tomorrow. She thinks she can help you find a job. MRS. BARGAS: That's great! Thank you so much. I was wondering, actually, there's something else that you could help me with. I told you that my husband had a stroke. He's going to need speech therapy. But it's– we can't afford it. And we don't have any insurance. Is there any chance that you could call his doctor and see if my husband can get this therapy? He really needs it. LINDA FORTE: I may be able to help. But I'm going to need to understand your husband's situation a little bit better. Is there any way your husband would be willing to sign a release form, so I could talk to the doctor? MRS. BARGAS: You can't just call his doctor? I give you permission. LINDA FORTE: I'm afraid not. According to HIPAA regulations, the doctor is not allowed to discuss your husband's condition with me without his consent. Your husband could sign a release of information form, which would then make it possible for me to talk to his doctor. I recommend you go home and talk to your husband about whether he'd want to give his consent. MRS. BARGAS: OK. I will. Thank you so much. You've been so helpful. LINDA FORTE: Absolutely. And I look forward to seeing Amy next week. MRS. BARGAS: Bye. LINDA FORTE: Bye. [music playing] **## MBSDirect_EmpowermentSeries_UnderstandingGeneralistPracticeCHAPTER6READINGONLY.pdf** Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. Printed by: jennifer.green6@waldenu.edu. Printing is for personal, private use only. 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