Social work assignment /Weekly discussion

timer Asked: Oct 18th, 2018
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Question Description

PROMPT: Stages of change exercise

Think about what you have learned about behavior change.

Choose one of the following case examples for this exercise:

1.“As I understand it, your goal is to lose weight and be healthier?”

2. “You want to learn how to be a more effective parent when disciplining your children?”

3. “You want to make your eldest son attend family therapy sessions?”

4. “You want to stop drinking?”

5.” You want your family to help more with household chores so you can enjoy more time spent with them?”

6. “You want your spouse to quit complaining about ____________________?”

For your chosen case example, provide specific MAPS goals (measurable, attainable, positive, and specific goals) that you could employ with a potential client to help support this change.

How would you monitor progress and focus on improvements?

What may help refocus an individual if "detoured" from agreed upon MAPS goals?

Or if they lost hope in the process of change or achieving their goal?

What resources did you find helpful in order to prepare for your specific case example for this assignment?

Please upload a useful resource into the thread so our class may increase their tools to help in addressing specific issues with potential clients.

Unformatted Attachment Preview

Establishing Goals    Goals set the direction of work to be done. They are what clients hope to achieve working with practitioner. Goals must be mutually established between practitioners and clients.    Satisfactory work depends on practitioner’s ability to collaborate with the client. Questions that seek clarification help clients figure out what goals they are motivated to achieve. Exception-finding questions are useful. Explore times when the problem was not present.  Times when the problem was smaller or less problematic.   Measureable and Specific goals   Make it possible for clients and practitioners to evaluate changes that have been made. Provides a clear direction and focus for work.     “I want to lose weight so I will go to the gym three times this week.” “I want to get better grades so I will write down each assignment I get this week.” “I want to become sober so I will attend one AA meeting this week.” “I want more friends so I will sit next to two different people in each of my classes.”  Attainable goals    A goal needs to be something the client believes is possible based on available resources such as time, money, and people power. Establishing a series of small goals helps clients experience success. Important that the size of goal seems attainable to client and reasonable to the practitioner.  Attainable goals     Unattainable goals involve changing another person. Time to reach the goal must be relatively proximate to decision to change. Clients who participate in setting goals are more likely to believe goals are achievable. Goals should be visualized in concrete, specific, behavioral terms.     “Your goal is to lose 15 lbs. Would it be reasonable to lose 1 and a half pounds this week?” “Your goal is turn your homework in on time.” “Would it be reasonable to set aside an hour an evening to do homework for this class?” “Your goal is to attend AA meetings. Would it be reasonable to acquire a list of local meetings this week?”  Positive goals   Keeps the focus on what the client wants to do rather than what client doesn’t want to do. Practitioners can use open-ended questions to help clients to think in positive terms.    “I want to lose weight so today I will eat at least two servings of fruit.” “I want to turn my homework in on time so today I will review all the work I need to turn in this week.” “I want to make two new friends so today I will say ‘hi’ to five people.”     “This week I will go to class and write down my homework assignments.”(Short term goal) “This semester I will raise my grades one level.” (Long term goal) “This week I will speak with three new people.” (Short term goal) “This semester I will make two new friends.”(Long term goal)  Moving from general to specific goals    Practitioners may decide to approach agreement on problems and goals differently. Some practitioners prefer more general goals. Working on one goal often relates to other goals.   Many practitioners find it helpful to establish a written or verbal agreement that describes previous understandings between them and the client. These agreements are developed collaboratively and can be modified as necessary.    A good alliance involves a safe, trusting, comfortable, collaborative relationship. Includes an agreement between the practitioner and client about the goals. These set the stage for monitoring work together.   There are many valid and reliable scales for measuring the alliance. There are also scales for measuring the outcome of a session or series of sessions with clients.  The Goal Attainment Scale    5-point scale that ranges from most to least favorable outcomes that client believes are possible. Can be used to identify the level of progress achieved either during the course of work together or at the end. Using the GAS for each MAPS goal can be helpful. “I want to lose 15 lbs.” ❑ ❑ ❑ ❑ “This week I will eat 2 servings of fruit each day.” “Next week I will make an appointment to join a gym.” “The following week I will attend the gym and 3 exercise classes.” “The next week I will continue at the gym and eating fruit and weigh myself to see if I have lost any weight. If not I will join Weight Watchers. Etc.” Taking Action  Further exploration of the problem    Learn specifics such as where problem occurs, who is involved, what are the immediate antecedents and consequences and what meanings are attributed to the problem. Explore the situation and environment. Understanding the environment can require further exploration of the family, neighborhood, school, agency, significant groups and organizations, as well as the culture, race and socioeconomic class of the client.  Steps identified by clients Involve clients in developing an action plan.  Strengthens working relationship and teaches clients skills.  In families and groups all need to contribute.  Ask clients which steps they see as difficult.  Steps suggested by one member of the family or group may seem easy to one and not to others.  The steps must be small enough that everyone can feel like they can work on the issue.   Using exception-finding questions to identify steps Past successes can help identify steps and strengths.  Similar to goal-setting process.  Practitioner might say, “Recall a time when the problem did not occur and let’s identify what you were doing at the time.”  Action steps can be developed using MAPS process to develop ways to make the changes desired.      Brainstorm as many steps as possible without critiquing them. Evaluate each possible step. Organize steps by prioritizing what is first, second, etc. Clients need to see value in each step.     Essential to work with clients on how they can use their strengths and capacities and resources at each step. Need to think about other times when they have faced new tasks. Organizing and creating incremental steps helps ensure success and help client to gain confidence. This process also teaches clients the process of creating plans to achieve goals.      Evaluate whether client is satisfied with progress. Reuse monitoring system established in goal setting. Little progress may relate to whether goals were attainable or highly valued. Progress may seem slower to practitioner. Emphasize positive steps.    “After talking to your boss, how did your feel about yourself?” “Will you tell us about what you did that made things go better this week in your family?” “We have been working together for a few weeks now. Let’s focus on what we have accomplished. “  Teaching Can convey information.  New information might help clients achieve their goals.  Can take place in session, workshops, etc.  Teaching might involve diversity issues, resolving conflicts, making decisions, and/or leading a group.  Role playing or rehearsing can be useful.  Practicing a new behavior in a safe environment increases confidence.   Directing     Doing something new or taking a new direction can be suggested. An example might be “Imagine you are talking to your wife now. Tell her what you want her to know.” “I notice you are directing your comments to me in the group. Would you look at several others while you are sharing?” Giving homework such as “Between now and our next session will you keep track of one thing you do for yourself each day?”  Inviting a different perspective  Reframing  Invites clients to see experiences, feelings, thoughts, behaviors or situations in a new way. (“Maybe his disruptive behavior in class is an indication that he is bored.”)  Can increase success in achieving action steps.  Can use questions to invite clients to see things differently.  Encourage clients to think about something they have avoided.  Identifying discrepancies Similar to confrontation.  Usually involves a behavior that is moving client away not toward a desired behavior.  Some times the therapist might say:   “You’re talking about being scared, but you’re smiling.”  “Previously it seemed like we had reached an agreement, and now I hear you are not ready to do that.”  “You said you wanted your son to move home but you are also shaking your head ‘no.’”  Discrepancies can include:  What a client is saying or doing and what the practitioner is noticing.  What the client is saying and what the practitioner heard the client say another time.  What the client is saying in the meeting and the client’s actions outside the meeting.  What the client says is important or is the goal and his/her behavior.  Giving feedback Stating what the practitioner sees and hears.  Sharing an awareness of what clients are showing nonverbally or expressing in their tone of voice.  Groups and families members can be invited to give feedback.  Examples:   “I notice that you are smiling.”  “You look like you are about to cry.”  “I notice your hands are clenched.”  “I think the team is beginning to agree as I see heads nodding.”  Self-disclosure    Used to share personal information, observations, and opinions to give the client a different perspective or offer and illustration or example. The information may be about the practitioner’s personal experience or his/her experience of the client. Only used when relationship is strong.  Self-disclosure  Employed sparingly  Goals of self-disclosure  Enhance or preserve the relationship.  Practitioners needs do not take precedence.  Used for the benefit of the client.  Ethical concern of self-disclosure  Can be a way of subtly including personal values into the interactions.  Self-disclosure  Responding to direct and personal questions  Consider  What led the client to ask the questions?  Is it an effort to change the relationship to something less professional?  A question may be a way of asking for advice.  Self-disclosure can enhance the genuineness of the relationship.  Immediacy Practitioner commenting on what seems to be happening currently in the relationship.  Can help the client understand other relationships.  Involves the practitioner sharing his/her own thoughts and feelings.  It is about what is happening in the moment with the client.   “When you look away from me as you share a feeling I wonder if you are afraid I will judge you?” ...
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Tutor Answer

School: UIUC

hey buddy here you goplease review me well and remember to invite me for future jobs



Stages of Change


Stages of Change

Recently a client with an overweight challenge visited my practice. Together we
discussed and deliberated on the specifics of the problem he presented. The client opened up
by stating, that even though he had struggled with the overweight problem for the last oneyear. Health warnings received from his doctor had pushed him into seeking professional
assistance. The client was also quick to point out that he had previously tried to lose weight
on his own but it did not work He clearly outlined the steps he had previously taken as we
identified the strength and weakness in the previous efforts made. Through brainstorming, we
were able to come up wi...

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awesome work thanks

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