Applying Integrative Theories

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Discussion 1: Applying Integrative Theories 

Theories can take on a deeper meaning when you examine them in the context of real clients and their experiences. For example, you might not see a purpose in exploring how the feminist perspective of social work practice applies to the experiences and presenting concerns of a war veteran, like Jake Levy from the Levy Family program case study. However, an exploration into transpersonal theory or cognitive behavioral theory, given Jake’s trauma from the war, might offer support for one aspect of his treatment plan. How might the integrative theories you explored recently inform your work with a client such as Jake Levy? How might you apply one of those theories to Jake’s presenting concerns?

 

For this Discussion, review the research you conducted on integrative theories over the last several weeks. Also, review the Levy Family video case in this week’s resources. Then, think about which theory you think best applies to the Levy Family video case and why.

 

  • Postan explanation of the theory you think best applies to the Levy Family video case and explain why. Then explain what social work skills you might use to apply the theory you selected to the Levy case.

 

 

Levy Family Episode 4

Program Transcript

FEMALE SPEAKER: So do you want to try to go back to what you’re telling me

before?

LEVY: I can try. It was night. We were out on patrol. I remember it was so hot

packed in our vehicle. Suddenly there was an explosion. We got tossed into a

ditch. And somehow I made it out, and I could see it was the Humvee behind us.

It’s whole front end was gone. It had hit a roadside bomb. Our vehicle had just

driven past it, just mistriggering it. But not them. They didn’t make it.

FEMALE SPEAKER: Remember how we practiced. Slow your breathing down.

Inhale and exhale from your abdomen.

LEVY: Thank you.

FEMALE SPEAKER: And just take your time. Whenever you are ready.

LEVY: So the bomb went off. I managed to get out. I had my night vision goggles

  1. And I could see the Humvee, the one that got hit. It’s whole front end was

gone. And there’s this crater in the road. And inside it I could see– I could see

Kurt’s– our platoon Sergeant, he was lying there everything below his waist was

gone, blown off. And he was screaming. Screaming like nothing you’d ever

heard.

And then he was looking at me. And he was screaming for me to kill him. To stop

his suffering. He was yelling, please. Please. And someone tried putting

tourniquets on him. But the ground just kept getting darker with his blood. And I

was staring into his face.

I had my rifle trained on him. I was going to do it. You know. He was begging me

  1. I could feel my finger on the trigger. And I kept looking into his face. And then

I didn’t have to do nothing. Because the screaming had stopped. He’d bled out.

Died right there.

And all I could think was I’d let him down. His last request, and I couldn’t do it. I

couldn’t put a bullet in him so he could die fast not slow.

FEMALE SPEAKER: I can see and hear how painful it is for you to relive this

story. Thank you for sharing it. Do you think this incident is behind some of the

symptoms you’ve been telling me about?

LEVY: When I go to sleep at night, I close my eyes, and I see Kurt’s there staring

at me. So I don’t sleep too good. That’s why I started drinking. It’s the only way I

can forget about that night. So I drink too much. At least that’s what my wife yells

at me.

We’re not doing too well these days. I’m not exactly the life of the party. I left Iraq

10 months ago. But Iraq never left me. I’m afraid it’s never going to leave me

alone.

 

 

 

References (use 2 or more)

 

Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.

 

Laureate Education. (Producer). (2013). Levy family: Episode 4 [Video file]. Retrieved from https://class.waldenu.edu

 

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

Cameron, M., & Keenan, E. K. (2010). The common factors model: Implications for transtheoretical clinical social work practice. Social Work55(1), 63–73.

Retrieved from the Walden Library databases.

 

 

Discussion 2: Complementary and Alternative Approaches

Client’s mother: I just don’t like the way it makes him act and feel. He doesn’t act like “himself” when he is taking the medications. He isn’t sleeping, and it’s like he is a stranger when he talks to me. I am worried that the cure is worse than his condition. Isn’t there something else we can try?

Mental health professional: I hear that you are concerned, and you are looking for something else for us to try. I have some options that we could consider…

Often mental health professionals see clients who are concerned that the side effects of the medications are worse than the disorder. Although some research supports the incorporation of a number of alternative therapies, many medical professionals are skeptical of alternative therapies. Additionally, some clients might hesitate to choose complementary or alternative therapies because they perceive them as unscientific.

How might your own preconceived ideas about complementary and alternative therapies affect the options that you suggest to a client? How important is it that mental health professionals be well informed about alternative treatments? How can you expand your awareness of alternative therapies?

For this Discussion, select a topic to discuss:

o   Alternative approaches used to treat anxiety, depression, and sleep disorders

o   Complementary approaches in the treatment of anxiety and depression

 

o   Post a brief description of the complementary or alternative approach you consider most effective in treating an anxiety disorder and why.

 

o   Explain the benefits and limitations of the approach.

 

o   Support the use of this approach with evidence from the Learning Resources and other scholarly sources.

 

o   Explain the role of the mental health professional in the use of these approaches.

 

 

References (use 2 or more)

 

Preston, J. D., O’Neal, J. H., & Talaga, M. C. (2017). Handbook of clinical psychopharmacology for therapists (8th ed.). Oakland, CA: New Harbinger.

Chapter 20, “Over-the-Counter Dietary Supplements and Herbal Products” (pp. 239-242)

 

Pellow, J., Solomon, E. M., & Barnard, C. N. (2011). Complementary and alternative medical therapies for children with attention-deficit/hyperactivity disorder (ADHD). Alternative Medicine Review, 16(4), 323–337.

Retrieved from the Walden Library databases.

 

Rondanelli, M., Opizzi, A., Monteferrario, F., Antoniello, N., Manni, R., & Klersy, C. (2011). The effect of melatonin, magnesium, and zinc on primary insomnia in long-term care facility residents in Italy: A double-blind, placebo-controlled clinical trial. Journal of the American Geriatrics Society59(1), 82–90.

Retrieved from the Walden Library databases.

 

Sierpina, V.S., & Frenkel, M.A. (2005). Acupuncture: A clinical review. Southern Medical Journal, 98(3), 330–337.

Retrieved from the Walden Library databases.

 

van der Watt, G., Laugharne, J., & Janca, A. (2008). Complementary and alternative medicine in the treatment of anxiety and depression. Current Opinion in Psychiatry, 21(1), 37–42. Retrieved from http://www.medscape.com/viewarticle/568309 

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