SOCW6060:Using Research to Select a Therapeutic Modality- Response to 2 students

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Humanities

Respond to two colleagues who selected a case study different from yours: (Please summariza response, State your response and ask a question to continue conversation.)

  • Compare and contrast the article you selected with your colleague’s article in terms of how they might inform appropriateness for use with the identified client.
  • Explain how reviewing the different studies presented in this Discussion influenced your decision about whether you would use the therapy, given various evidence for the different treatment modalities.

Response to Ericka

Primary Reference:

Kirsch, V., Keller, F., Tutus, D., & Goldbeck, L. (2018). Treatment expectancy, working

alliance, and outcome of Trauma-Focused Cognitive Behavioral Therapy with children and adolescents. Child and Adolescent Psychiatry and Mental Health, 12, 1-10.

https://doi.org/10.1186/s13034-018-0223-6. Retrieved from Walden Library databases.

Paraphrasing the Methodological Context

Kirsch, Keller, Tutus, & Goldbeck (2018) conducted a randomized controlled effectiveness study involving child trauma survivors ages 7 to 17 and their parents which examined the effects of expectations on the efficacy of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). Data was collected using Clinician Administered PTSD Scale for Children and Adolescents (CAPS-CA), Expectations Scale, a Treatment Collaboration Scale (gauging parent/child engagement), and a Working Alliance Inventory (WAI-S) (assessment participants’ perception of the professional relationship) (Kirsch et al., 2018, pp. 3-4). The results indicated TF-CBT was effective regardless of participant/parent expectation, but caregiver/professional supported enhanced treatment outcomes.

Evaluate Findings in Terms of Applicability or Appropriateness for the Case of Tiffani B.

Tiffani B. experiences significant trauma from ages 8 to 16 (Plummer, Makris, & Brocksen, 2014a). Trauma contributes to poor self-esteem, mistrust of others, and difficulty connecting with others (Kirsch et al., 2018). Clearly, Tiffani needs support and her mother needs education about parenting and trauma (Plummer et al., 2014a). Ideally, involving Tiffani and her mother in TF-CBT education would improve their relationship and provide Tiffani with coping skills to successfully address her trauma. Unfortunately, Tiffani’s mother appears unwilling to participate constructively in her daughter’s treatment (Plummer et al., 2014a; Laureate Education, 2013a). The social worker can provide professional support as well as help Tiffani identify an alternative mentor figure to help her in her recovery. Another relevant aspect of this study is the finding that expectation does not have a significant effect on successful outcomes (Kirsch et al., 2018). This is significant because recovery from trauma is challenging and overwhelming at times. Regardless of Tiffani’s expectations of her recovery process at any given moment, this study suggests that TF-CBT may be constantly effective.

Determining Whether to Use TF-CBT in the Case of Tiffani B. and Why

I would utilize TF-CBT in the case of Tiffani B. TF-CBT is an evidence-based intervention used in the child and adolescent populations (Trauma-Focused Cognitive Behavioral Therapy National Therapist Certification Program, n.d.). TF-CBT can yield positive results within 8 to 25 sessions (Trauma-Focused Cognitive Behavioral Therapy National Therapist Certification Program, n.d.). Given the severity of Tiffani’s situation and the risks associated with her relapse into destructive behavior patterns such as running away of prostitution (Plummer et al., 2014a), her case must be addressed diligently. TF-CBT could effectively address her issues in a relatively brief period reducing her risk for relapse. As discussed, trauma has a vast effect on psychological well-being. TF-CBT is a multi-faceted therapeutic approach involving education, introduction to trauma-based coping skills, safety planning, and structured processing of traumatic experiences (Cohen, Mannarino, & Deblinger, 2006, as cited by Kirsch et al., 2018). Therefore, TF-CBT could address other aspects of Tiffani’s trauma-based issues such as labeling herself as a “whore” (Laureate Education, 2013a) and her guilt associated with leaving her sister behind (Plummer et al., 2014a). In addition, a primary contributor to CBT success is active collaboration between the client and the social worker (Turner, 2017). Tiffani demonstrates a willingness to work with her social worker to address the issues surrounding her admittance into Teens First (Plummer et al., 2014a).

Conclusion

TF-CBT is a promising intervention for Tiffani B. A major tenant of CBT is that unhealthy behaviors can be modified (Turner, 2017). This optimistic prospective can provide Tiffani with hope that her life can change and that she is a primary agent in this change. Another aspect of CBT is that thought directly affects behavior (Turner, 2017). This provides Tiffani and her social worker with a starting point for their professional relationship. Finally, CBT emphasizes the importance of a methodological approach to behavior modification (Turner, 2017). As demonstrated by Kirsch et al. (2018), TF-CBT is effective in addressing various aspects of trauma. With the application of TF-CBT, Tiffani can experience positive results relatively quickly which will increase her chances of committing to the Teens First program.

References

Cohen J, Mannarino AP, Deblinger E. (2006). Treating trauma and traumatic grief in children

and adolescents. New York: Guilford Press

Kirsch, V., Keller, F., Tutus, D., & Goldbeck, L. (2018). Treatment expectancy, working

alliance, and outcome of Trauma-Focused Cognitive Behavioral Therapy with children and adolescents. Child and Adolescent Psychiatry and Mental Health, 12, 1-10.

https://doi.org/10.1186/s13034-018-0223-6. Retrieved from Walden Library databases.

Laureate Education (Producer). (2013a). Bradley Family: Episode 2 [Video file]. Retrieved

from https://class.waldenu.edu

Plummer, S.-, B., Makris, S., & Brocksen, S. (2014a). Sessions: Case histories. Columbia,

MD: Laureate International Universities Publishing, Inc.

Trauma-Focused Cognitive Behavior Therapy National Therapist Certification Program (n.d.).

About Trauma-Focused Cognitive Behavior Therapy (TF-CBT). Retrieved from

https://tfcbt.org/about-tfcbt/

Turner, F. J. (Ed.). (2017). Social work treatment interlocking theoretical approaches (6th e.).

New York, NY: Oxford University Press.

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Response to Stormy

The Case of Helen Petrakis: Reality Therapy (RT)

Name of Article

GROUP WORK WITH DISAFFECTED STUDENTS: A REALITY THERAPY APPROACH

Reference

NGAI, S. S. (2004). GROUP WORK WITH DISAFFECTED STUDENTS: A REALITY THERAPY APPROACH. Hong Kong Journal Of Social Work, 38(1/2), 15-34. Retrieved from Walden Library databases

Paraphrase the methodological context of the study and findings

NAGI collected data by giving participants a pretest and a posttest; a pre-experimental design was used to assess changes in members’ level of self-esteem, life satisfaction and school performance before and after the implementation of Group RT. Research methods included; needs assessment and goal setting, creating a therapeutic environment, respecting the member’s right to have a say in the group process, exercises for self-evaluation, learning of new behavior and consolidation of positive changes. The findings showed a general increase in the level of self-esteem at the end of the project (NAGI, 2004).

Evaluate the findings in terms of its applicability or appropriateness in your case study

Helen is suffering from anxiety and depression; she is overwhelmed with her responsibilities and believes she cannot handle being a wife, mother, and caretaker any longer. I believe this study is applicable and appropriate in the case of Helen, due to her poor self-esteem and low performance. Participating in Group RT can assist Helen achieve a sense of self-worth, have a feeling of belonging, gain her independence, and create new friendships. It may be beneficial for Helen to allow a Group RT session for her and her family. The social worker would act as the facilitator of the group; this would allow Helen to communicate with her family with the assistance of the social worker.

Determine whether you would use or not use the therapy you selected for the client in your case study and explain why

I would use Group RT for Helen because it has the potential of enhancing the major concepts of reality theory that are intended to help her change. One of the psychological needs emphasized in RT is the need to belong. The group can be a starting place for Helen to experience feelings of belonging. Power is another basic need, this occurs in the group as Helen influences other group members in an attempt to help them to meet their needs. Freedom is a third basic need, it is emphasized in the Group RT as Helen makes her own decisions about behavior she wishes to change. A final basic need is fun. The interactions that occur in a caring environment, where there is a sense of belonging, being of value to others, and being valued by others, produce a secure setting in which fun becomes an intricate part of therapy (NAGI, 2004).

Resources

NGAI, S. S. (2004). GROUP WORK WITH DISAFFECTED STUDENTS: A REALITY THERAPY APPROACH. Hong Kong Journal Of Social Work, 38(1/2), 15-34.

Plummer, S. B., Makris, S., & Brocksen, S. (2014). Sessions: Case histories. Columbia, MD: Laureate International Universities Publishing, Inc.

Robey, P., Burdenski, T. K., Britzman, M., Crowell, J., and Cisse, G.S. (2011). Systemic Applications of Choice Theory and Reality Therapy: An Interview with Glasser Scholars. The Family Journal Vol 19, Issue 4, pp. 427 – 433 2011 Retrieved from https://doi-org.ezp.waldenulibrary.org/10.1177/106…