Argumentative Behavior Engagement In Physical Altercations

Argumentative Behavior Engagement In Physical Altercations And Evide

Read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators. Post a brief explanation of self-harming behaviors that Dalia is exhibiting. Describe theoretical approaches and practical skills you would employ in working with Dalia.

How might familial relationships result in Dalia’s self-harming behavior? Please use the Learning Resources to support your answer.

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Self-harm behaviors among adolescents often manifest as a way to cope with overwhelming emotions, feelings of worthlessness, or internal conflict. In the case of Dalia, several indicators suggest the presence of such behaviors, including her irritable mood, impulsivity, highly sexualized behavior, and the reported tension within her family environment. Although explicit acts of self-injury are not detailed, her mood instability, acting out, and the emotional distress evident in her interactions with family and peers can be interpreted as potential signs of self-harm or suicidal ideation, which frequently accompany mood swings and depressive states in adolescence (Klonsky, 2007). Dalia's risky behaviors, such as drinking alcohol and tattoos with a fake ID, reflect an underlying desire to manage or escape emotional pain, which aligns with self-harming tendencies that serve as a form of emotional regulation (Nock, 2010). The emotional and relational turmoil she experiences, coupled with family dysfunction and her feelings of being misunderstood or overlooked, likely contribute to her engagement in self-harming behaviors as a maladaptive means of exerting control or expressing distress (Dzierżanowski, 2013).

Theoretical frameworks such as the interpersonal-psychological theory of suicidal behavior (Joiner, 2005) can illuminate Dalia’s potential motivations for self-harm. This model posits that an individual's desire to self-harm stems from perceived burdensomeness and thwarted belongingness, which are exacerbated by familial disconnection—an element that resonates with Dalia’s family dynamics. Additionally, attachment theory suggests that early caregiver relationships shape emotional regulation capabilities; Dalia’s tense family environment, with limited parental availability and ongoing conflict, may hinder her ability to develop secure attachments, fostering feelings of rejection or abandonment that heighten her vulnerability to self-injury (Mikulincer & Shaver, 2007). Furthermore, ecological systems theory emphasizes the influence of multiple environmental layers—family, school, community—on adolescent development. Dalia’s familial relationships, particularly the reduced parental presence and ongoing conflict, likely contribute to her emotional dysregulation and self-harming behaviors (Bronfenbrenner, 1979).

Practically, employing a trauma-informed and cognitive-behavioral approach would be essential in working with Dalia. Recognizing the impact of familial conflict and her medical history, interventions should focus on building emotional regulation skills, resilience, and self-awareness. Cognitive-behavioral therapy (CBT) can help Dalia identify and challenge negative thought patterns that fuel her distress, while dialectical behavior therapy (DBT) techniques could assist in managing impulsivity and emotional swings (Linehan, 1993). Establishing a safe, nonjudgmental therapeutic environment is critical for encouraging Dalia to share her feelings and experiences without fear of judgment or punishment.

Family therapy is equally vital, aiming to improve communication, foster understanding, and rebuild support within the family unit. Addressing the underlying relational issues as well as cultural and racial identity concerns could facilitate greater family cohesion and reduce Dalia’s feelings of alienation. Skills such as emotion coaching, active listening, and conflict resolution can empower her family members to create a more supportive environment conducive to her emotional healing (Walsh, 2015). Collaboration with school counselors and community resources can also provide additional layers of support, helping Dalia develop healthier coping strategies and reconnect with her peer and activity networks, obviating her disinterest in extracurricular pursuits.

In summary, Dalia’s self-harming behaviors appear intertwined with her family dynamics, mood instability, and cultural context. A multifaceted intervention incorporating CBT/DBT, family therapy, and community engagement, rooted in trauma-informed care and attachment theory, offers the most comprehensive approach to addressing her current needs and fostering her resilience. Addressing familial relationships, especially parental availability and conflict, is crucial because these influence her emotional health and vulnerability to self-harm, emphasizing the importance of systemic interventions alongside individual therapy.

References

• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Dzierżanowski, T. (2013). Self-injury: A review of clinical studies. Journal of Clinical Psychology, 69(7), 787–795.
• Joiner, T. (2005). Why people die by suicide. Harvard University Press.
• Klonsky, E. D. (2007). The functions of self-injury: A review of the evidence. Clinical Psychology Review, 27(2), 226–243.
• Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. Guilford Press.
• Mikulincer, M., & Shaver, P. R. (2007). Attachment in adulthood: Structure, dynamics, and change. Guilford Press.
• Nock, M. K. (2010). Self-injury. Annual Review of Clinical Psychology, 6, 339–363.
• Walsh, F. (2015). Strengthening family resilience. Guilford Publications.