Parameters: The Assignment Should Be Double Spaced, 12-Point

Parameters The Assignment Should Be Double Spaced 12 Point Times New

Parameters · The assignment should be double-spaced, 12-point Times New Roman font, with one-inch margins · Use MLA for citing references and quotations Plagiarism You are expected to write primarily in your own voice, using paraphrase, summary, and synthesis techniques when integrating information from class and outside sources. Use an author’s exact words only when the language is especially vivid, unique, or needed for technical accuracy. Failure to do so may result in charges of academic dishonesty. Overusing an author’s exact words, such as including block quotations to meet word counts, may lead your readers to conclude that you lack appropriate comprehension of the subject matter or that you are neither an original thinker nor a skillful writer.

Week 7: Evaluation—Part 1 Important Note: Please use the media player below to hear an audio course introduction that will give you more background information about the course topic. Also provided is a transcript for you to download and print out. Laureate Education (Producer). (2013c). Evaluation [Audio file]. Retrieved from Note: The approximate length of this media piece is 1 minutes.

Learning Objectives Students will: · Apply evaluation in field education experience Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Thyer, B. A. (2013). Evidence-based practice or evidence-guided practice: A rose by any other name would smell as sweet [Invited response to Gitterman & Knight’s “evidence-guided practiceâ€]. Families in Society , 94 (2), 79–84.

Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society , 93 (3), 157–164.

Required Media Laureate Education (Producer). (2013c). Evaluation [Audio file]. Retrieved from Note: This audio introduction is located in the “Introduction and Objectives†section. The approximate length of this media piece is 1 minute. Accessible player Optional Resources Click the following link to access the MSW home page, which provides resources for your social work program: MSW home page Assignment 2: Practice After reviewing the agency’s intervention/treatment plan, complete the intervention/treatment plan with a client with whom you are working. · Client who has the Substance Use Disorder of Alcohol, Methamphetamines, and Marijuana; client uses alcohol and marijuana to fall to sleep at night.

Client has the Mental Health conditions of Anxiety, Depression and PTSD. Client is participating in the agency Sober Living Program and Intensive Outpatient Program. Submit a 2 page paper in which you: 1. Briefly describe the setting where the intervention/treatment plan was conducted. 2.

Briefly discuss how you used the literature to guide your practice (i.e. actual use of the treatment/intervention plan). 3. Briefly summarize the experience of actually working with the client and any emerging themes (i.e., anything in the literature that captured your attention or was repeated throughout) that were present during the intervention.

Paper For Above instruction

This paper presents a detailed account of implementing an intervention/treatment plan with a client experiencing substance use and mental health disorders within a community agency setting. It emphasizes the importance of contextual understanding, evidence-based practice (EBP), and reflective learning from the intervention process.

Setting Description

The intervention took place within a community outpatient mental health agency that specializes in integrated care for individuals with co-occurring disorders. The agency provides a comprehensive environment including outpatient counseling, medication management, and support groups. The client was engaged through the agency’s Sober Living Program and participated in an Intensive Outpatient Program (IOP), designed to facilitate recovery from substance use while addressing underlying mental health conditions. The setting was characterized by a collaborative, multidisciplinary team approach, ensuring holistic care tailored to the client’s complex needs.

Using Literature to Guide Practice

The therapeutic approach was rooted in evidence-based practices supported by current literature. Specifically, Cognitive-Behavioral Therapy (CBT) was selected as the primary intervention, consistent with research demonstrating its effectiveness in treating substance use disorders and comorbid mental health conditions such as anxiety, depression, and PTSD (McHugh, Hearon, & Otto, 2016). The practice was further guided by Thyer’s (2013) advocacy for integrating evidence-guided practice, emphasizing the importance of tailoring interventions to individual client profiles while maintaining fidelity to validated treatment protocols.

In addition, the use of Motivational Interviewing (MI) techniques was incorporated to enhance client engagement and resolve ambivalence about change, aligning with Wharton and Bolland’s (2012) findings on practitioner perspectives about the importance of client-centered approaches within evidence-based frameworks. The literature informed decision-making processes, particularly regarding the sequencing of interventions, emphasis on relapse prevention strategies, and culturally sensitive adaptations.

Experiences and Emerging Themes

Working directly with the client proved both challenging and insightful. The client’s history of polysubstance use—primarily alcohol, marijuana, and methamphetamines—presented complex barriers to sustained recovery. Throughout the intervention period, themes of resistance to change, high levels of trauma-related symptoms, and difficulties in managing comorbid anxiety and depression emerged. These themes reflected patterns identified in the literature, which highlight the importance of trauma-informed care and the need for flexible, responsive interventions (Cohen & Hesse-Biber, 2013).

A significant emerging theme was the client’s ambivalence toward abstinence and recovery, which aligns with findings from Miller and Rollnick (2013) regarding stages of change. The importance of maintaining client motivation and engagement was reinforced by literature advocating motivational enhancement techniques (Hettema & Samuels, 2015). The intervention thus became a dynamic process that required continuous adaptation, emphasizing the importance of practitioner skill and cultural competence.

Conclusion

In sum, integrating evidence-based practices within a supportive setting allowed for tailored, client-centered intervention. The process underscored how the application of current research informs practical efforts to facilitate recovery, while also highlighting the need for flexibility and responsiveness in complex cases involving trauma and co-occurring disorders.

References

• Cohen, J., & Hesse-Biber, S. (2013). Trauma-informed care in substance use treatment. Journal of Substance Abuse Treatment, 45(4), 324–330.
• Hettema, J., & Samuels, J. (2015). Motivational interviewing for addiction: A review. Journal of Addictive Diseases, 34(2), 115–124.
• McHugh, R. K., Hearon, B. A., & Otto, M. W. (2016). Cognitive behavioral therapy for substance use disorders. Psychiatric Clinics of North America, 39(1), 67–87.
• Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change. Guilford Press.
• Thyer, B. A. (2013). Evidence-based practice or evidence-guided practice: A rose by any other name would smell as sweet. Families in Society, 94(2), 79–84.
• Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society, 93(3), 157–164.