Client Assessment

One thing that puts an adolescent in the formal operational stage is the ability to think abstractly about

The formal Operation Stage (11-15): - At this stage the child or adolescent can now think hypothetically, (think about situations, experiences that they may not have experienced). The adolescent can think about different outcomes to situations. The formal adolescent can now count without the aid of objects and can read and write quite efficiently.

Research has revealed that there is a strong relationship between insecure attachment and a history of abuse and neglect (Begle, Dumas & Hanson, 2010). Insecure attachments are formed due to parenting stress and abusive parenting behavior. Parenting stress and abusive parenting behavior form children’s mental schemas of how the world works based upon early interactions with caregivers. These mental schemas construct their expectations about relationships. Ultimately

Attachment relationships between child and parent is differentiated based on two categories, secure and insecure, (Quan, Bureau, Yurkowski, Moss & Pallanca, 2013). Insecure stage also have been divided into avoidant, resistant and disorganized (Holmes, 2001).

Practicum I paper Interpretation and consideration of available assessment information for the client. This practicum started on Monday, January 11, 2016, although officially it was supposed to have started on January 09. In order of the practicum to go on hitches free we had a brief working session with the practicum coordinator. She explained some of the expectations. All our worries and expectations were discussed.

An individual who has positive childhood experiences with attachment will have positive relationships as an adult (Brandman University, n.d.-a). Given that all I witnessed of this young lady was her having a good time then sitting quietly and being solitary and still, I would predict that she has secure attachments with her family. She did not appear distressed at any point during the twenty to thirty minutes that I observed her. None of her behavior seemed apart from the norm, and there were no distressing issues

The client is a 26-year-old Hispanic male of lower-middle class socio-economic status. The client’s highest grade level completed was a technical school. He worked in a warehouse distribution section for five years until he quit. He is currently working in a warehouse in the shipping section. The client lives with both parents and ten-year-old daughter. His financial struggles make it difficult for him to move out of his parent’s house. The client’s strengths are taking the initiative to come in for counseling and recognizing that he needs help overcoming his feelings of depression. The client also mentioned that he has a strength and interest in practical problem-solving skills such as solving mathematical equations and puzzles.

The “Client Scenario” video reflects the main character as a client that currently has several needs based on the fact that she has went through a divorce, has one child to provide for, and is in need of financial assistance to pay monthly bills and provide food for herself and her child. The client appears frustrated, overwhelmed, stressed, hostile, and entitled throughout the video. These are often common feelings that are displayed by clients when clients and social workers are meeting for the first time. The client is seeking services due to the needs of her family caused by unforeseen events that recently occurred, which can be a very stressful time for clients. The social worker revealed concern, empathy, and a willingness to assist the client as the social welfare policies

The client Maria has several issues that are very concerning. The first being domestic violence. The second is her health with an unexpected pregnancy. The third problematic issue is her disassociation from her family and friends. These traumatic events are causing her to have emotional imbalance such as feeling sad, anxious, and depressed. As a counselor, it prevalent to make the following assessments on Maria. The types of assessment are DSM 5 Disorder-Specific Severity Measures—Severity of Posttraumatic Stress Symptoms, (National Stressful Events Survey PTSD Short Scale [NSESS]) and Early Development and Home Background—Cultural Formulation Interview, Informant Version.

The formation of attachment begins at birth with the child forming some type or form of attachment with their parents or primary caregiver. Hopefully, the child is able to form a proper or secure attachment with their parent or primary caregivers because the attachment formed between the parents or primary caregiver acts the foundation for how well the child will be able to form attachments with others outside the immediate family (Gullone, Ollendick, King,2006).This is because the type or level of attachment the child was able to form with his or her parent generally predicts the type or level of attachment the child will form with others outside their intermediate family. However, as the individual interacts with the outside world more and

The majority of developmental theories say that children must develop a secure primary attachment in order to develop in a healthy manner. A secure and strong attachment is clearly essential for healthy future relationships. John Bowlby’s studies in childhood development led him to the conclusion that a strong attachment to a caregiver provides a necessary sense of security and foundation. Without such a relationship in place, Bowlby found that a great deal of developmental energy is expended in the search for stability and security. In general, those without such attachments are fearful and are less willing to seek out and learn from new

According to Sroufe (2005) attachment is where the child uses the primary caregiver as a secure base from which to explore, feel safe, and be comforted. As mentioned by Bowlby (1973) as cited by Sroufe (2005), individuals tend to return to trajectories of development following perturbations. Therefore, by promoting resilience and strength in the face of challenges, attachment is considered a protective factor, which emphasizes the importance for parents to

An infant with a secure attachment style has a natural bond with their parent, where they are able to trust them, at the same time leaving their side to discover and explore their surroundings. In an insecure/resistant attachment the relationship the child has with their mother or caregiver is very clingy, thus making them very upset once the caregiver is away. When the mother or caregiver is back they are not easily comforted and resist their effort in comforting them. In an insecure/avoidant attachment the infant is, “indifferent and seems to avoid the mother, they are as easily comforted by a stranger, as by their parent” (Siegler 2011, p.429). Lastly, the disorganized/disoriented attachment is another insecure attachment style in which the infant has no way of coping with stress making their behavior confusing or contradictory. Through these brief descriptions of the attachment theory, many researchers have defined the turning point in which each attachment definition can have an influence on one’s self esteem, well-being and their marital relationship.

For this client system assessment, I have chosen a client I engaged with while at work, my client’s name is Keith. Keith is 34 years old and has had many unfortunate circumstances surrounding his life, beginning with his birth. Keith’s family system consists of himself, his mother and two step siblings. Keith was unfortunately the product of a rape, witnessed repeated domestic abuse situations with his mother’s boyfriends and husbands, was abused himself and to this day, Keith continues to suffer in all domains: emotionally, mentally and physically. I will assess Keith’s family system as well as Keith as an individual utilizing Erikson’s Psychological Stages of Development, Bowman’s Family System Theory and Marcia’s Identity Status Model.

There are multiple cognitive issues that manifest within adolescence. Notably, adolescents are transitioning from concrete to formal operational thinking within Piaget’s Theory of Cognitive Development (Rogers, 2016). Therefore, the individual now has the ability to analyze properties, hypothesize, and think abstractly