To Successfully Complete This Learning Unit You Will Be Expe

To Successfully Complete This Learning Unit You Will Be Expected To

Imagine you are a therapist conducting a first session with a family and then develop a case conceptualization that includes treatment options. The family consists of a same-sex couple (two males) with two adolescent children (one male and one female). The adolescent girl is the identified client who has been acting out. Based on the intake materials you have read, it was noted that in the past there has been police involvement due to domestic violence in the family.

Expand on the basic details in the above scenario to create an in-depth case narrative. Use your creativity to fill in the details and elaborate on what is going on in this family. Be specific about and provide some examples of the nature of the domestic violence (it is up to you to determine in which family relationships the violence occurs). Based on your readings for this class and other outside academic resources, describe one approach to assessment, one intervention, and two therapeutic goals for this family.

Paper For Above instruction

The case conceptualization of a family involving a same-sex couple with two adolescent children, including an emphasis on domestic violence dynamics and therapeutic strategies, provides a rich context for understanding complex family systems. This paper develops an in-depth narrative based on the given scenario, incorporates assessment methods grounded in evidence-based practice, proposes intervention strategies, and establishes therapeutic goals aligned with current research and clinical standards.

The family comprises two gay fathers (Tom and Jason) with their adolescent children: Emily, a 14-year-old girl, and Lucas, an 11-year-old boy. Emily has been acting out at school, showing signs of distress such as anger outbursts and withdrawal, which prompted referral to therapy. Past police records reveal incidents of domestic violence, notably physical altercations between Tom and Jason, often triggered by arguments over financial stress and parenting disagreements. Family history indicates a cycle of intergenerational conflict and violence, suggesting the importance of examining familial patterns of aggression.

The domestic violence within this family manifests primarily through physical and emotional abuse. For example, Tom reports episodes of hitting Jason during heated disputes, often after episodes of substance use, further escalating tensions. Emily has witnessed these altercations, witnessing her fathers shouting and, on occasion, physical violence. Such exposure has contributed to her acting out and emotional dysregulation. The violence occurs mainly between the two fathers but also impacts the children, as Emily reports feeling unsafe and fearful, and Lucas sometimes acts aggressively at school as a coping mechanism.

Assessment of this family requires a comprehensive approach that considers the systemic and trauma-related aspects of domestic violence. One effective method involves the use of structured clinical interviews combined with standardized trauma and violence assessment tools such as the Conflict Tactics Scale (CTS) (Straus et al., 1990). This instrument helps quantify and understand the patterns, severity, and impact of violence within the family system. Additionally, incorporating genogram analysis can illuminate intergenerational transmission patterns of violence, consistent with Cui et al. (2010), who emphasize the importance of understanding familial histories of aggression.

An intervention strategy suitable for this family involves integrating Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), known for addressing trauma and family violence (Cohen, Mannarino, & Deblinger, 2006). This approach helps the family process traumatic experiences, improve communication, and develop healthier coping mechanisms. Therapy sessions would focus on empowering Emily, enhancing the fathers’ conflict resolution skills, and reducing violence through establishing safety and boundaries. Particular attention would be given to addressing emotional regulation and fostering empathy within the family system.

Therapeutic goals for this family include: (1) increasing safety and decreasing incidences of domestic violence through conflict resolution and anger management skills, and (2) fostering healthy emotional expression and communication among family members. These goals aim to break the cycle of intergenerational violence and promote a nurturing environment. Additionally, fostering resilience and empowering Emily to articulate her experiences would support her emotional well-being and academic functioning.

In conclusion, this case exemplifies the importance of culturally sensitive, trauma-informed, and systemic approaches in treating families affected by domestic violence. Understanding family dynamics and implementing evidence-based assessment and intervention strategies are essential in promoting recovery and resilience within diverse family structures, including same-sex households.

References

• Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. Guilford Press.
• Cui, M., Durtschi, J. A., Donnellan, M. B., Lorenz, F. O., & Conger, R. D. (2010). Intergenerational transmission of relationship aggression: A prospective longitudinal study. Journal of Family Psychology, 24(6), 747–755.
• Foster, K., & Sandel, M. (2010). Abuse of women with disabilities: Toward an empowerment perspective. Sex Disability, 28, 28–45.
• Ray, S. L. (2001). Male survivors' perspectives of incest/sexual abuse. Perspectives in Psychiatric Care, 37(2), 49-59.
• Samuelson, S. L., & Campbell, C. D. (2005). Screening for domestic violence: Recommendations based on a practice survey. Professional Psychology: Research and Practice, 36(3), 276–282.
• Straus, M. A., Hamby, S., Boney-McCoy, S., & Sugarman, D. B. (1996). The Conflict Tactics Scale: Simplified and expanded methods for measuring domestic violence. Journal of Marriage and the Family, 58(3), 624–641.
• American Psychological Association. (2012). Diagnostic and statistical manual of mental disorders (5th ed.).
• Margolin, G., & Gordis, E. B. (2004). Children's exposure to violence in the family and community. Journal of Clinical Child & Adolescent Psychology, 33(2), 278-286.
• Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior assessment system for children (3rd ed.).
• Yodanis, C. L., & Lalljee, M. (2007). Violence, gender, and social context. Gender & Society, 21(2), 213-236.