Explain how you, as a social worker, might apply the grieving model you selected to your work with families in a hospice environment.

The death of a loved one is a significant event that everyone experiences. An individual’s social environment, including societal and familial cultural factors, may influence how an individual approaches death or grieves the loss of someone else who dies. You can anticipate addressing grief in your social work practice and, therefore, should develop an understanding of the grieving process.

Two models of grieving—the Kubler-Ross and Westburg models—identify stages through which an individual progresses in response to the death of a loved one. Understanding the various ways individuals cope with grief helps you to anticipate their responses and to assist them in managing their grief. Select one model of grieving—the Kubler-Ross or Westburg model—to address in this assignment.

Addressing the needs of grieving family members can diminish your personal emotional, mental, and physical resources. In addition to developing strategies to assist grieving individuals in crisis, you must develop strategies that support self-care.

In this Assignment, you apply a grieving model to work with families in a hospice environment and suggest strategies for self-care.

By Day 7

Submit a 2- to 4-page paper in which you:

  • Explain how you, as a social worker, might apply the grieving model you selected to your work with families in a hospice environment.
  • Identify components of the grieving model that you think might be difficult to apply to your social work practice. Explain why you anticipate these challenges.
  • Identify strategies you might use for your own self care as a social worker dealing with grief counseling. Explain why these strategies might be effective.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

 

Required Readings

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Parker Family” (pp. 6-8)

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 15, “Psychological Aspects of Later Adulthood” (pp. 685-714)

Newell, J. M., & MacNeil, G. A. (2010). Professional burnout, vicarious trauma, secondary traumatic stress, and compassion fatigue: A review of theoretical terms, risk factors, and preventive methods for clinicians and researchers. Best Practice in Mental Health, 6(2), 57–68.
Note: You will access this article from the Walden Library databases.

Shier, M. L., & Graham, J. R. (2011). Mindfulness, subjective well-being, and social work: Insight into their Interconnection from social work practitioners. Social Work Education, 30(1), 29–44.
Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2013). Parker family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 2 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Cappeliez, P., & Robitaille, A. (2010). Coping mediates the relationships between reminiscence and psychological well-being among older adults. Aging & Mental Health, 14(7), 807–818.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.

Ong, A. D., Bergeman, C. S., Bisconti, T. L., & Wallace, K. A. (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91(4), 730–749.

Weiss, D., & Lang, F. R. (2009). Thinking about my generation: Adaptive effects of a dual age identity in later adulthood. Psychology and Aging, 24(3), 729–734.

 
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you will write a 1000-1500 word response to your chosen paper topic from the list below. See Course Outline for the due date. 

you will write a 1000-1500 word response to your chosen paper topic from the list below. See Course Outline for the due date. 

This assignment is worth 300 points, or 30% of your grade. 

DO NOT USE ANY SOURCES OTHER THAN THE DALRYMPLE ARTICLE AND YOUR TEXTBOOK.

YOU WILL ATTACH A FILE IN THE BOX AT THE BOTTOM OF THIS PAGE.

Learning Objectives:

Students will demonstrate their ability to construct arguments about issues of both personal and universal significance. Their writing should demonstrate that they can construct cogent, concise, and logically coherent arguments.

Assessment:

Students should demonstrate that they can distinguish the relevant points that form a logically coherent argument. They should also be able to construct criticisms which effectively undermine, through the use of appropriate counter-examples, some premise of that argument.

Your assignment is to read any ONE of the following four articles:

The Frivolity of Evil

How and How Not to Love Mankind

What We Have to Lose

Roads to Serfdom

Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1500 word response in which you address EACH of the following points IN YOUR OWN WORDS: 1) What is the author’s main argument? 2) How does he support his main argument (evidence, ancillary arguments, etc.)? 3) Do you agree or disagree with him? 4) Why or why not? 5) Apply the insights of at least two of the readings we have studied in this course (in chapters 1-9) to your analysis. Make sure to give a substantive explanation of how the philosophers’ insights are relevant to the topic you are discussing.

A WORD OF WARNING: These articles are rather long and complex. The author likes to make extensive use of his rather copious vocabulary, so I strongly urge you to have dictionary.com handy as you work your way through your chosen article. The purpose of this essay assignment is for you to demonstrate your ability to discuss, analyze, and evaluate complex philosophic arguments. I am confident that the reading assignments, tests, and discussion boards will have prepared you for this final, and no doubt challenging, essay assignment.

Note: I only allow one attempt on this assignment. Students who do not fully address all of the components of the assignment as stated in the instructions as well as the grading rubric below will have to be content with the grade they earned. 

Please use MLA format.

Your paper will be graded according to the following rubric:

Grading Rubric:

The following standards are numbered in order of importance for grading.

1.Essay demonstrates an understanding of the material: The student has correctly grasped a philosophical problem or question, has explained it accurately, and on the basis of a substantially correct interpretation of any texts involved. Key terms are used correctly. The essay shows evidence of the student’s independent thought, and is written in his or her distinctive voice. Short (one sentence) quotations are used (comprising no more than 10% of the body of the paper), when appropriate, to support the writer’s analysis, and an explanation is offered for each quotation. The use of block quotations will result in a severe point deduction.

95 points

2.Essay has clear and coherent argument: There is a clearly stated thesis, and support for this thesis in the body of the paper. Each paragraph contributes to this argument, and follows logically from the paragraph before it. The argument presented is persuasive. The insights of two other philosophers are incorporated into the analysis.

95 points

3.Essay fulfills assigned task: The essay addresses the entire assigned question or topic, elaborating on important ideas in satisfactory depth, but without bringing in anything extraneous or irrelevant. The introduction of the essay focuses and provides clarity for the paper. Important terms are clearly and accurately defined. Each paragraph conveys a coherent, organized thought. Short (one sentence) quotations are occasionally used, when appropriate, to support the writer’s analysis, and an explanation is offered for each quotation. No more than 10% of paper is made up of direct quotes. No block quotations.

40 points

4.Essay obeys standards for good persuasive writing: the writer shows that he or she is comfortable using philosophical language, and the prose is clear, not awkward. The structure of the sentences reflects the relationships between/among the ideas discussed.

40 points

5.Essay is technically correct: The essay has been carefully and thoughtfully proofread. The argument is written in complete sentences, with punctuation that does not mislead the reader. There are no mistakes in spelling, grammar, word choice, and punctuation.

 
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What are the significant diagnostic markers (“red flags”) that indicate acute alcohol withdrawal syndrome for Mark? What is the most appropriate/safest course of action for Mark? Support your response.

Details:

To complete this assignment, access the links above regarding alcohol withdrawal treatments and the CIWA. Read the case study of “Mark,” which also includes Mark’s CIWA at the bottom of the case study.

Write a 750-1,000-word essay response to the following questions:

  1. What are the significant diagnostic markers (“red flags”) that indicate acute alcohol withdrawal syndrome for Mark?
  2. What is the most appropriate/safest course of action for Mark? Support your response.
  3. Assess the appropriate DSM diagnoses for Mark.

Include at least three to five scholarly references in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Refer to the directions in the Student Success Center.

You are the intake clinician at a large acute inpatient psychiatric facility, which includes a sizable detoxification unit. It is an unusually busy day and the lobby is full of patients seeking treatment. Half an hour before lunch, you pick up another clipboard from the “pending” rack and quickly scan the intake information filled in by the prospective patient and receptionist. Mark is a 45-year-old male who has been waiting since 8:15 AM. He is requesting alcohol detox. You notice that Mark has been waiting for over three hours and you are frustrated because you will have to begin yet another interview with an apology for the long wait. You notice that the blood pressure assessed by the receptionist is somewhat elevated you make a mental note to inform the nurse: BP = 149/97, pulse 104, respiration rate 18. You invite Mark into one of the free interview rooms and you notice that he appears much older than his 45 years. He’s dressed casually and is a bit disheveled; his skin looks old/tanned and flushed; in his right hand, he holds an emesis bag. He apologizes and he states that he has been having dry heaves since yesterday evening but he tells you that he is able to keep down some fluids.

You observe that Mark does not look too good and since he’s been waiting in your lobby for three hours, you think it’s a good idea to assess another set of vitals. The receptionist obliges and reports the new vital signs as BP = 154/103, pulse 114, respiration rate 20, oxygen saturation 98% at room air. You become a little concerned by the increase in blood pressure and pulse and you note that while previously Mark’s shirt was dry,he now has sweat stains on his back and chest; visible sweat beads are also noticeable on his forehead and neck. You noticed that Mark speaks softly now when the door to the interview room is closed to cut down on the noise from the hallway. He asks you if you can turn off the bright ceiling lights and to keep on only the lamp on your desk. You oblige. Mark tells you that he started drinking at the age of 16 simply because it was popular and the fun thing to do on the weekends in high school. His social drinking increased somewhat in his 20s but it became problematic in his early 30s.

Mark works as a plumber, and along with his older brother,he owned his own plumbing business. Somewhat embarrassed,he tells you that for the past 15 years

 
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What positive outcomes do you anticipate will come from this process, which may be applied to potential work settings and/or doctoral programs?

Effective clinical innovations and the dissemination of research findings are key elements in the growth and development of the psychology profession. There are numerous avenues that enable authors to publish and present their work. Poster presentations at conferences are effective methods for communicating research findings and providing opportunities to meet with other researchers and clinicians to discuss the research being presented. Thus, these types of conference presentations play a key role in the proliferation of research.

In this week’s discussion, you will be submitting your proposal for the Week Five Virtual Conference. You may utilize relevant assignments from previous courses in this program or suitable projects from your professional life. See the PSY699 Call for Student Poster Presentations document for specific parameters and instructions on how to create your proposal. Following the guidelines presented in the document, create your proposal and attach it to your initial post in the discussion forum. Evaluate the impact participating in conference presentations may have on potential work settings and/or doctoral programs and comment on the following questions in your initial post.

  • How are conference presentations professionally relevant?
  • What elements of the proposal process were most difficult for you, and why?
  • What positive outcomes do you anticipate will come from this process, which may be applied to potential work settings and/or doctoral programs?

We invite you to submit a proposal for the Virtual Conference that will occur in Week Five of this course. The Virtual Conference is designed to bring the class together to review and evaluate poster presentations of technical, professional, and/or scientific interest to psychology professionals.

To submit your poster proposal, include the following information in a document attached to your initial post.

Poster Title

• Author Information

• Abstract (300 to 500 words maximum)

• List of References

The abstract should concisely explain the purpose and content of the poster. Abstracts for empirical studies, literature reviews, and meta-analyses should include the following sections: Objectives, Method, Results, Conclusions, and Implications. Abstracts for case studies, theoretical and methodological studies, and other projects should include the following sections: Purpose, Description, Assessment, and Conclusions.

The poster proposal must represent your original work. Work already published in another conference or journal will not be accepted. Please see the instructions for the Week Five Virtual Poster Conference Discussion for the Poster Submission Guidelines in order to prepare your poster for presentation.

 
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