The Final Project Is A Descriptive Narrative Divided In Two ✓ Solved

The Final Project is a descriptive narrative divided in two

The Final Project is a descriptive narrative divided in two sections. Section One requires you to analyze a case study of a family in crisis, to include a child, an adolescent, and a set of parents. Section Two is a self-reflection of your abilities to be an effective clinician who works with children, adolescents, and families. This Final Project is a 6- to 8-page paper.

Section One: Choose one of the three Case Studies focusing on a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. In your project, do the following: Identify the client and the presenting problem or symptoms. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the “identified client” also could be identified as a client. If so, describe who and why. Briefly describe any underlying problems or potential mental health diagnoses contributing to the primary problem that should be noted as you proceed with the client. Briefly describe the presenting problem from the family’s perspective and what theoretical perspective you will use to assess, analyze, and develop a treatment plan for this case. Identify the unique needs of each individual in the family. Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem. Briefly explain the child and adolescent culture and at least one general contributing factor to the identified issue and explain how this may or may not impact the family dynamics. Describe one intervention you might use for the identified client that would address the presenting problem and any related psychosocial factors. Justify your intervention with evidence-based research to support the use of the interventions you have identified. Briefly describe one preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.

Section Two: Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future clinician working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that will assist you in working with children, adolescents, and families. Explain any areas of knowledge you might want to further develop to become more effective as a clinician working with children, adolescents, and families. Explain any insights you had or conclusions you drew as you worked on this course regarding your interest in becoming a clinician that works with children and adolescents. Although the Final Project is not to be submitted until Day 3 of Week 11, you should become familiar with the project requirements and have them in mind as you proceed through the course.

Paper For Above Instructions

Introduction

The importance of understanding family dynamics in clinical work cannot be understated. This descriptive narrative will analyze a case study of a family facing a crisis, including the perspectives of the child, adolescent, and parents. The second section will reflect on personal insights and growth as a clinician working with children and families. Through this effort, the paper aims to provide a comprehensive understanding of a family's unique challenges and explore ways to address them effectively.

Section One: Case Study Analysis

For this case study, the family consists of Emma (7 years old), Josh (14 years old), and their parents, Sarah and Michael. Emma has been experiencing severe anxiety and is exhibiting obsessive-compulsive behaviors, possibly linked to their recent relocation and changes in the family structure. Josh, on the other hand, is struggling with feelings of abandonment and anger stemming from their parents' arguments and eventual separation.

To address these issues, it's essential to identify not only the clients but also the underlying contributors to their problems. Sarah occasionally seeks support from her sister, suggesting a closed network that limits external intervention. Therefore, it is crucial to consider Sarah's sister as a client, as her support or potential influence may affect the family's recovery.

From a mental health perspective, Emma's anxiety may be exacerbated by a history of familial discord and environmental stressors, while Josh’s behavioral issues could stem from unresolved trauma. The family's presenting problem can be understood through the lens of systemic theory, highlighting how individual dysfunctions are interconnected and contribute to the overall family dynamic.

The unique needs of each individual underscore the complexity of the family’s crisis. Emma requires targeted interventions for anxiety, while Josh may benefit from anger management strategies. Sarah and Michael must also engage in co-parenting strategies, addressing their conflicts while maintaining a supportive environment for their children.

The family's culture plays a vital role in their dynamics. Societal expectations regarding parental roles may contribute to Sarah's guilt as a mother and Michael's frustration as a provider. Moreover, gender roles affect communication styles—Sarah may lean towards emotional expression, while Michael might withdraw, hindering effective dialogue necessary to resolve their crises.

Further complicating the situation is the culture of children and adolescents, where social media influences and peer relationships contribute significantly to both Emma's anxiety and Josh's anger. For instance, the pressure to succeed academically and socially adversely impacts Josh, who feels he must navigate these expectations without parental support.

In addressing Emma’s presenting problems, a cognitive-behavioral therapy (CBT) intervention focusing on anxiety management could be effective. Research supports the efficacy of CBT in helping children manage anxiety through cognitive restructuring and exposure techniques (Hofmann et al., 2012). This evidence-based approach justifies its selection for Emma's case.

To prevent further crises, implementing family therapy could support open communication and conflict resolution, thereby reducing the likelihood of future breakdowns in family functioning. This preventative technique emphasizes the need for consistent familial support and nurturance, which could mitigate the risk of emotional distress for all family members.

Section Two: Self-Reflection

Reflecting on my journal entries, I discovered several strengths that have emerged as I progressed through the course. My ability to empathize with clients and understand their frustrations has improved, added by the knowledge and frameworks gained in addressing issues of trauma, anxiety, and family conflict. These strengths solidify my effectiveness in working with children and families, as they build rapport and foster trust.

Despite these strengths, I recognize areas for further development. For instance, enhancing my skills in effectively communicating with adolescents remains crucial as their perspectives differ from adults. Learning specific techniques to engage them in therapeutic conversations will bolster my approach.

Insights gained throughout the course have reaffirmed my passion for working with this population. Experiences exploring various theoretical approaches have helped shape my identity as a clinician and clarified my commitment to pursuing a career supporting the needs of children and adolescents. Understanding the complexities involved in family dynamics has prepared me for the multifaceted challenges one faces in clinical practice.

Conclusion

Through this project, I have gained substantial insights into the critical role family dynamics play in mental health and the importance of addressing them in a therapeutic setting. By analyzing a case study, reflecting on my learning, and recognizing strengths and areas for growth, I am better equipped to navigate the complexities of working with children, adolescents, and their families.

References

• Hofmann, S. G., Asnaani, A., Vonk, I. J., Sawyer, A. T., & Fang, A. (2012). The Efficacy of Cognitive Behavioral Therapy: A Meta-Analysis. Cognitive Therapy and Research, 36(5), 427-440.
• Miller, W. R., & Rollnick, S. (2013). Motivational Interviewing: Helping People Change. Guilford Press.
• Sexton, T. L., & Whiston, S. C. (2013). Family Therapy for Clinical Practice. Routledge.
• McKay, M. M., & Foster, K. N. (2006). Family-Based Approaches to Treatment for Adolescents. American Psychological Association.
• Kline, A., & Dorsey, E. R. (2020). Family Therapy: Concepts and Methods. Pearson.
• Walsh, F. (2016). Normal Family Processes. Guilford Press.
• Yoshikawa, H., Aber, J. L., & Beardslee, W. R. (2012). The Effects of Interventions on the Development of Children in Poverty. Harvard Education Press.
• Rolland, J. S. (1994). Families, Illness, and Disability: An Integrative Treatment Model. Basic Books.
• Satir, V. (1988). The New Peoplemaking. Science and Behavior Books.
• Bowen, M. (1978). Family Therapy in Clinical Practice. Jason Aronson.