You Are A Human Services Worker In The Women's Transitional ✓ Solved

You Are A Human Services Worker In The Womens Transitional

You are a Human Services worker in the women’s transitional center that Tameka has joined. What are 2-3 questions you would ask Tameka to assess her Stage of Change? Using creativity and your own insight into this case, what do you see as some possible strengths to use in the assessment process with Tameka? What are 2-3 Motivational Interviewing questions you would use to employ change? What do you see as the presenting problem? The presenting problem that I see is that Tameka does not want her children to leave her even though she is happy for them. What would you include in Tameka’s assessment? What are 3 MAPS goals you might use as part of the treatment plan? What evidence-based practice would you employ with Tameka? How would you monitor progress with Tameka? Identify 1-2 resources that may help Tameka. What will you say to invite her to give you feedback? How will you and Tameka decide when to end your time together? How might you prepare Tameka for the end of the professional relationship?

Paper For Above Instructions

As a Human Services worker in a women’s transitional center, the role involves facilitating change and offering support to clients like Tameka. Assessing her Stage of Change, identifying strengths, and employing motivational interviewing techniques are essential parts of the process. Understanding her presenting problem and developing a treatment plan with clear MAPS goals will be central to the assessment and subsequent interventions.

Assessing Tameka's Stage of Change

To assess Tameka’s Stage of Change, it is crucial to ask targeted questions that reflect her readiness to change. Here are three potential questions:

  1. “Can you describe a time when you faced a challenge, and how you responded to it?”
  2. “What are your current thoughts or feelings about your situation with your children and your future?”
  3. “What changes do you think might help you feel more comfortable with your children leaving?”

Identifying Strengths in the Assessment Process

Creativity and insight into Tameka’s situation lead to several strengths that can be used in the assessment process:

  • Resilience: Despite her challenges, Tameka’s desire for her children’s well-being suggests she has the strength to navigate her emotions.
  • Support Network: Tameka may already have supportive relationships, either with family members or friends, which can be leveraged to create a more robust support system.
  • Awareness of Needs: Tameka's recognition of her children's needs indicates her ability to engage in the change process actively.

Motivational Interviewing Questions

To foster motivation and facilitate change, the following Motivational Interviewing questions can be posed to Tameka:

  1. “What would it mean for you to feel ready to support your children in their next steps?”
  2. “How do you think your life might improve if you embraced your children’s independence?”
  3. “What small changes can you envision taking that could help you adjust to this situation?”

Identifying the Presenting Problem

The primary presenting problem for Tameka appears to stem from her emotional struggle regarding her children's departure. While she feels happiness for them, there is an underlying fear or anxiety about her own capability to cope with this transition. Addressing this emotional conflict is critical for her progress.

Components of Tameka's Assessment

A comprehensive assessment of Tameka would include several components:

  • Personal History: Understanding Tameka’s background, including any past trauma and her family dynamics.
  • Current Challenges: Identifying the barriers she faces in adjusting to her children's transitions.
  • Support Systems: Evaluating her support networks and resources available to her.
  • Goals and Aspirations: Discussing her future dreams and how they align with her current situation.

MAPS Goals for Treatment Plan

In developing a treatment plan for Tameka, three MAPS goals are proposed:

  • M: Map out a clear plan for emotional regulation strategies to manage her anxiety about her children leaving.
  • A: Access community resources that provide support, education, and activities to engage with her children during transitions.
  • P: Promote self-reflection practices that encourage Tameka to acknowledge her own feelings and desires beyond her role as a mother.
  • S: Seek supervision and mentorship to refine her skills in addressing similar situations among other clients.

Evidence-Based Practice

Utilizing an evidence-based practice such as Cognitive Behavioral Therapy (CBT) could be effective with Tameka. CBT focuses on identifying and altering negative thought patterns, which could help her manage feelings associated with her children's departure. Techniques from CBT can provide Tameka with coping strategies to challenge unhelpful thoughts and cultivate a more positive outlook.

Monitoring Progress

Progress can be monitored through regular check-ins with Tameka, assessing her emotional state, her coping strategies' effectiveness, and any developments in her relationships with her children. Structured tools such as self-reported scales for anxiety and well-being can provide quantifiable metrics for her progress.

Resources for Tameka

Identifying resources that could assist Tameka may include:

  • A local parenting support group that provides guidance and community for transitioning parents.
  • A hotline or counseling service specialized in family dynamics to offer immediate emotional support.

Inviting Feedback

To invite Tameka to provide feedback, I would say, “I want to ensure our sessions are as helpful as possible for you. How do you feel about what we’ve discussed so far?” This prompts her to reflect on the process and provides an opportunity to make necessary adjustments.

Ending the Professional Relationship

Deciding when to end our time together can be approached collaboratively. I would suggest that we evaluate her progress regularly, and we can mutually agree on a goal that signifies readiness for closure. Preparing Tameka for the end of the professional relationship involves discussing the transition openly, reassuring her of her capabilities, and maintaining a connection in case future support is needed.

Conclusion

Through effective assessment techniques, the integration of Motivational Interviewing, and a clear mapping of treatment goals, Tameka can be supported in her journey toward acceptance and empowerment as a parent. The transitional phase she experiences can be reframed as an opportunity for personal growth and development.

References

  • Beck, J. S. (2011). Cognitive Behavior Therapy: Basics and Beyond. Guilford Press.
  • Prochaska, J. O., & DiClemente, C. C. (2005). The transtheoretical approach: Crossing traditional boundaries of therapy. The Handbook of Psychotherapy Integration, 147-171.
  • Rollnick, S., Miller, W. R., & Butler, C. C. (2008). Motivational Interviewing in Health Care: Helping Patients Change Behavior. Guilford Press.
  • Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). Motivational Interviewing. Retrieved from https://store.samhsa.gov
  • Wark, L., & Miller, M. (2020). Parenting Support for Families with History of Trauma: The Use of CBT Principles. Journal of Family Therapy.
  • Center for Parenting Education. (n.d.). Parenting Support Groups. Retrieved from https://www.parenting-ed.org
  • American Psychological Association. (2019). Guidelines for the Practice of Telepsychology. Retrieved from https://www.apa.org
  • Wampold, B. E., & Imel, Z. E. (2015). The Great Psychotherapy Debate: The Evidence for What Makes Psychotherapy Work. Routledge.
  • Xiang, T., & Wang, Y. (2017). Childcare and Parenting Support: Evidence-Based Practices. Child & Family Social Work.
  • O'Connor, S. (2018). Self-Care: Strategies for New Parents Transitioning to Working Parent. Child Development Perspectives.

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