Directions:To prepare:Recall a case from your fieldwork experience to use for this Discussion.Review and focus on pages 520–521 in your textbook. Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.Chapter 35: Solution-Focused Theory (pp. 513–531)Chapter 36: Task-Centered Social Work (pp. 532–552)PostIn 1 to 2 sentences, briefly identify and describe the problem as perceived by the client, family, or group that you dealt with in your past fieldwork experience. From the list of solution-focused questions on page 520 (e.g., exception questions, coping questions, scaling questions, and relationship questions), identify two different types of questions, and ask each question as if you were actually asking the questions to the client. (Remember, do not use the miracle question.) Remember that the goal of these questions is to assist clients in identifying a solutionExplain how asking these two questions would help the client in coming up with the solution. In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel.I completed my field placement working with youth in a residential treatment center (RTC).

Identify the poem  (in no more than one sentence) the main subject, situation, or narrative being described in the poem. Explain what you think is the main paradox, problem, or question the poem raises, and provide at least two quotations from the poem to illustrate that issue and what makes it an interesting or important paradox, problem, or question. If you wish, you can also identify a second possible paradox, problem, or question. second after in a separate page  to suggest at least one way your classmate could revise their identified problem, paradox, or question to make it even more interesting and worth grappling with. (In other words, is there a more complex or high-stakes problem or paradox that could grow out of the one your classmate has already identified?) Read your classmate's poem and try to suggest an alternative "problem" they could focus on if the one they have chosen doesn't work out. If you think maybe your classmate hasn't quite understood or followed the directions about finding a "problem" (based on the video) try to help them understand where they might want to tweak or shift their focus.  The poem "Love, That Doth Reign and Live within My Thought" expresses a theme of Petrarchan love, more specifically how the act of love has the potential to hurt as well as heal those who experience it. Through the usage of the literary device, juxtaposition, Thomas Wyatt, is able to stir up a paradox within this piece that has the reader further analyzing the idea of love. In the sixth line of the poem Wyatt states, "My doubtful hope and eke my hot desire", in which the comparison between the opposing words doubtful and hope creates a paradox within the poem by creating conflict between love and pain. The beginning of this poem expresses how the love this speaker has experienced has a place in his heart but as the poem advances, the idea of this love being damaging is introduced to the reader. While this is not necessarily a fundamental problem in the poem, it compares and contrasts two different feelings toward love which provokes a question from the reader. This question being, what is love and what purpose does it serve as in this poem. Another example of a paradox in this poem is in the last line, "Sweet is the death that taketh end by love". The juxtaposition seen by comparing a morbid event such as death with the adjective sweet makes the reader question the deeper meaning behind the line. Although the love is no longer alive and serving purpose to the speaker, he still describes the death as sweet which indicates sympathy towards this love. Again by doing so, the reader is questioning how the speaker feels towards this love that has both made him suffer as well as blossom. When writing this poem, Thomas Wyatt understood that he wanted the