Fluent Essays

PLEASE READ!!! 2-4 pages  please look at attachment please read case study prior to completing paper. please use the template in the attachment to complete the paper by answering the questions .  Provide a brief description of the intervention including: USE THE TEMPLATE TO ANSWER THESE QUESTIONS!!!! (1) to whom it can be applied (2) under what circumstances it can be applied (3) any limitations to the intervention that should be considered Provide rationale for choosing the selected approach for the case study. Include an explanation for why selecting that intervention will help your work with the selected case study client, and provide appropriate support. Describe how the intervention can be used in future work when supporting the treatment approaches for clients. Provide a link to the intervention within the body of the paper (or upload the PDF) so your instructor can easily identify and reference it. Ensure the link is active and accessible for review by your instructor. Note: If your selected intervention is not accessible, your submission will be returned to you.                                                         please use this link for search !!!!! https://eds-b-ebscohost-com.ezproxy.snhu.edu/eds/detail/detail?vid=7&sid=9f72a1b6-5fdd-41a6-9ebe-37a12a9840d7\%40pdc-v-sessmgr02&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ\%3d\%3d#AN=147022164&db=edbCOU 680 Week Three Case Study: Deena Deena is a three-year-old Caucasian female who was brought into therapy by her foster mother, Jamie, as a result of extreme emotional outbursts and a struggle to connect. Deena was removed from her birth mother’s care at 18 months of age as a result of extreme abuse and neglect, and has now moved into her sixth foster home since entering foster care. She now lives with her foster mother, Jamie; foster father, Jesse; and their biological son, Max, age seven. Deena is presenting with an array of developmental, systemic, and relational deficits related to many of her unmet needs. Of particular concern are the delays related to language acquisition. History Deena was born in rural Alabama. Her single, 18-year-old Caucasian mother raised Deena alone after her boyfriend Lewis “hit the road” when he learned of the pregnancy. We know little about Deena’s first year of life, but do know that the Department of Human Services (DHS) initiated an investigation just after Deena’s first birthday. Although initial complaints of suspected abuse and neglect went unsubstantiated, a trip to the emergency room (ER) ultimately resulted in a DHS decision to remove Deena from her birth mother’s care. In the report it was disclosed that Deena’s birth mother had been routinely using sedatives in place of babysitters. Whenever Deena’s birth mother wanted to go out with friends, she administered sedatives to Deena, who would fall into a deep sleep while her mother “was out partying.” One morning, however, Deena did not wake. Terrified, her mother rushed Deena to the ER and revealed her strategy for “childcare.” In accordance with state child protection laws, the physicians immediately notified DHS. This incident, coupled with prior unsubstantiated abuse complaints, resulted in DHS immediately removing Deena from the home and placing her into foster care. Rather than fighting this action, Deena’s birth mother seemed relieved and did not contest the decision. Within six months, she voluntarily surrendered her parental rights. Deena arrived in her first foster home at 18 months of age and stayed less than a month. The first set of foster parents described Deena as inconsolable, highly emotional, and so “out of control” that they felt unequipped to provide adequate care for her. Over the course of the next 15 months, Deena would be placed in—and soon removed from—four additional foster homes. It was not until she lived with Jamie and Jesse that Deena experienced any consistency of care. Deena has now been with them for three months. Developmental Considerations From a developmental perspective, Deena manifested some delays, which were unsurprising given her life history. For example, in the context of psychosocial development, Deena struggled with the development of trust in herself and others, and she also exhibited low tolerance for frustration. Additionally, Deena displayed some cognitive deCASE STUDY OF [TOPIC] 4 [Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your paper.] Intervention Paper: Case Study of [Topic] [Your Name] Running head: CASE STUDY OF [TOPIC] 1 Southern New Hampshire University Description of Intervention [Include in this section a brief overview of the intervention you have selected, based on how it was described in the article. Please do not copy and paste the description from the article—use your own words. Think of this like you are explaining it to your best friend. What does it do, how do you do it, and to whom would it apply? You also want to make sure you are looking for any limitations to the intervention noted in the article or important to consider. Most journal articles will have a limitations section or speak to any considerations you might want to think about before applying it. Others may not have this concretely stated, so you will need to do some analysis and consider to whom the intervention might not be applicable and why. A couple of limitations you are likely to see are that they are relatively new and untested or that they only apply to a specific group of people. Those are great things to consider when selecting an intervention and part of what I want you to get savvy at looking for.] Rationale [This section should center on why you have chosen this intervention for the case study. Why is it appropriate to the specific client? You want to use the details of the case study to help you justify the approach based on factors like diagnosis, culture, family dynamics, developmental influences, etc. Remember, the goal in any intervention is to choose one that will be most effective to the needs of the client. To that end, you will really want to consider and speak to the details of the case study and why they tie back to your chosen intervention in this section.] Explanation of Support [In this section you will speak to the actual application of the intervention to the case study client. What would it look like when applied to the client from the case study given the details of the article and the description above? This takes your rationale a step further and has you really think about what it would mean to put the case study client in the intervention. This step moves you from why it would be valuable (rationale) to how it would work.] Future Applications [This final section is designed to have you consider to whom or under what circumstances you might apply this intervention in the future. How might you use this tool in your toolbox to help you in future work? Can it apply to more than one type of issue or client? This is where you should consider expansion beyond the particular case study and speak to how you think you will use this intervention to help your future practice.] References [Include any references cited in your paper in full APA format. Don’t forget to include in-text citations as well.]COU 680 Clarification of Intervention Clarification of “Intervention” for Rubrics: Throughout the course of this term, you will be asked to research and select empirically validated counseling treatment interventions appropriate to the case studies you have been provided. Treatment interventions are those cognitive, affective, behavioral, and systemic counseling strategies, techniques, and methods that are specifically implemented in the context of a therapeutic relationship. They should reflect the specific needs of the client and demonstrate clinical efficacy in addressing the targeted concern. For the purposes of this course, you will need to find journal articles that specifically target crisis and trauma interventions demonstrating clinical application to each specific case study. Select interventions from journal articles published within the past five years to ensure use of the most up-to- date resources. For assistance, consider the following as an example of an appropriate and empirically validated intervention article for working with clients who have suffered from domestic violence: Binkley, E. (2013). Creative strategies for treating victims of domestic violence. Journal of Creativity in Mental Health, 8(3), 305–313. http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=90363425&site=eds-live&scope=siteRunning head: CASE STUDY OF DEENA 1 Intervention Paper: Case Study of Deena Student Name Southern New Hampshire University CASE STUDY OF DEENA 2 Description of Intervention In “Treatment of Reactive Attachment Disorder in Young Children: Importance of Understanding Emotional Dynamics,” author Lin Shi of the Marriage and Family Therapy program at Northern Illinois University, DeKalb, Illinois, describes an attachment informed, three-stage treatment program. “The essence of attachment informed therapy lies in the provision of a safe haven and secure base, that is, the rebuilding of human connections” (Shi, 2014, p. 4). This intervention consisted of key elements as follows: the therapist working on the emotional challenges rather than starting with behavioral; a commitment to a challenging, tiring, emotional 16 session program by the therapist; a committed, involved parent; access to funding, reduced rates; and the three stages approach. The first stage is creating a “safe haven” space, in this case study, a play therapy room, where the therapist and the child worked on attachment for sessions one to three. Expected setbacks occurred in between sessions and at sessions as the child absorbed the new surroundings, people, connections and began working on emotions. In the second stage, the purpose is to facilitate mother-child attachment interaction, through the play and guided by the therapist; this is for sessions 4 through 9. In between sessions, the foster mother ensured she spent 10 minutes daily of one-on-one time with “Tom,” the 4-year-old boy in her care. In the third stage, the purpose is to strengthen the mother-child attachment interaction for sessions 10 through 16. The primary role is turned over to the mother. Limitations or considerations to use of this intervention are as follows. “The most critical pieces …were a committed therapist and parental figure, and a relatively stable living environment” (Shi, 2014, p. 12). So, the committed, attachment-focused therapist is key, as is the therapist’s own self-care due to the complexity and the emotional nature of the work, where setbacks are to be expected, but are part of the child’s growth curve, too. The parent’s intimate CASE STUDY OF DEENA 3 involvement and the parent’s own mental health, availability, secure sense of intimacy and attachment are key. The ability to fund 16 sessions is a potential limitation. The last limitation is where the foster child is in the foster system. If he/she is likely to be moved soon, that presents another attachment “failure” on the system’s part, so this therapy would not be introduced then. The child can become retraumatized and the chances of finishing the 16 sessions, with the requisite parental support are slim. Rationale This intervention would be appropriate for Deena for the following reasons. She has been diagnosed with RAD and PTSD, resultintrauma and loss in children Healing Trauma, B i l i i Resilience: SITCAP in Actiijf William Steele and Caelan Kubaíñ www.reclaimingjqurnaLcom Wf Trauma and loss are not seen as diagnostic disorders but as painful experiences with which the child is struggling to cope. Interventions involve children in their own healing so that they feel safe and empowered—no longer victims but survivors and thrivers. Since 1990, the National Institute for Trauma andLoss in Children (TLC) has pioneered strength- based, resilience-focused interventions with young people. Instead of being a detached di- agnostician, the helping adult becomes a witness seeking to understand the deeply painful expe- riences of traumatized children. How traumatized youth interpret them- selves, their interactions with others, and their en- vironment guide treatment. The collective voices of traumatized youth have repeatedly said: If you dont think what I think...feel what I feel... experience what I experience...see what I see when I look at myself, others, and the world around me...how can you possibly know what is best for me? Childhood trauma is marked by an overwhelm- ing sense of terror and powerlessness. Loss of lov- ing relationships is yet another type of trauma that produces the pain of sadness and grief. The resulting symptoms only reflect the neurological, biological, and emotional coping systems mobi- lized in the struggle to survive. These young peo- ple need new strategies for moving beyond past trauma, regulating emotions, and coping with future challenges. Neuroscience confirms that trauma is experienced in the deep affective and survival areas of the brain where there are only sensations, emotionally con- ditioned memories, and visual images. These de- fine how traumatized youth view themselves and the terrifying world around them. Reason, lan- guage, and logic needed to make sense of past ex- periences are upper brain cognitive functions that are difficult to access in trauma (Levine & Kline, 2008; Perry, 2009; van der Kolk, 2006). This ex- plains the limitation of traditional talk therapy or narrowly cognitive interventions. Therefore TLCs Structured Sensory Interventions for Traumatized Children, Adolescents, and Parents (SITCAP) starts with the subjective experience of youth which drives their behavior. SITCAP provides the opportunity to safely revisit and rework past trauma, beginning with sensory memo- ries which youth have experienced and stored. Trau- ma-related symptoms can be reduced and resilience strengthened to support posttraumatic growth as youth engage in SITCAP (Steele & Kuban, 2013). The process is designed to support safety, emotional regula- tion, and empowerment. Curiosity by the adult allows youth to take the lead and set the pace of intervention, which is empowering. Every SITCAP session is structured to begin and end with safe activities such as guided imagery or breathing techniques that engage youth in self-regulation practi