Intervention Paper

The micro level intervention that this writer would use is individual counseling. Individual counseling would allow this writer to learn about each client individually and what basic needs are not being met in their lives. This writer could assist each client in finding shelters, employment, care for physical and mental health problems and other services to help meet the client’s basic needs. An example of this micro intervention can be seen at the Center for Urban Community Services in New York City according to Lorenzo & Barbosa,

Children who encounter domestic violence face increased risk of exposure to traumatic events. These risks may include neglect, being directly abused, losing one or both of their parents. At birth, a baby’s brain is 25% of its adult weight, increasing to 66% by the end of the first year due to the “brain growth spurt” which occurs between the seventh prenatal month and the child’s first birthday. The developing brain is the most vulnerable to the impact of traumatic experiences during this time. New research on the brain development suggests that exposure to extreme trauma will change the organization of the brain, resulting in difficulties in dealing with stress later in life(NSW, 2002). Exposure to domestic violence can subject children to pervasive traumatic stress which leads to Post -traumatic Stress Disorder also known as PTSD. Post traumatic stress disorder is a type of anxiety disorder. It can occur after you have gone through an extreme emotional trauma that involved the threat of injury or death. Summarizing several studies, Rossman and colleagues report that 13-50% of youth exposed to interparental violence qualify for diagnosis of PTSD (NCBI,2007). Each child responds differently to trauma, some may be rigid and not exhibit negative effects. In 2011, child protective services received 3.4 million referrals, over 75 percent suffered from neglect which is one of the effects from children exposed to domestic violence. The National Comorbidity Survey

Violence in any form can have a lasting effect on a person. Children who witness violence are permanently scarred because of what they are seeing. Children who witness family or domestic violence are affected in ways similar to children who are physically abused. Children are often unable to establish nurturing bonds with either parent and are at a greater risk for abuse and neglect if he or she lives in a violent home. Statistics show that an estimated 3.3 million children are exposed to violence against their mothers or female caretakers by family members in their home each year (Ackerman & Pickering, 1989). When a spouse, woman or male is abused, and there are

Response to intervention, also known as RTI, is a multi-tiered system for early identification and a process that implements support for students with learning and behavioral needs. There is no standardized system for RTI, therefore there are variations and many ways to implement and initiate these services. Typically these services are broken down into steps or tiers, in order to ensure all students are being universally screened and are receiving the help they need.

Recently, it has been acknowledged that not only does intimate partner violence affect the victim, but it may also cause psychological damage to children who may be exposed to it, both directly and indirectly. This paper will aim to examine two types of evidenced-based interventions available for children who have been exposed to intimate partner violence and have developed Post Traumatic Stress Disorder as a result. The analysis provided for this paper is based on the studies provided by "Community Treatment of Posttraumatic Stress Disorder for Children Exposed to Intimate Partner Violence: A Randomized Controlled Trial" (2011) as well as "Toward Evidence-based Treatment: Child-parent Psychotherapy with Preschoolers Exposed to Marital Violence" (2005). The analysis of the data provided in both articles will serve to prove that both Child-Parent Psychotherapy and Trauma Focused Behavioral Therapy can reduce the symptoms in children who have been exposed to intimate partner violence. Furthermore, it will be established that both of these approaches are viable alternatives to the current treatment methodologies available.

removed from the family environment, a primary relative had to relocate or the death or destruction (e.g. fatal accident, domestic violence, natural disaster) of a close individual (Faust & Katchen, 2004). (Faust et al., 2004)The fourth factor emphasizes that age may be a factor in children’s responses to traumatic events which thus determines the course of therapy (Faust & Katchen, 2004). (Faust et al., 2004)Very young children struggle with cognitive components of cognitive-behavioral intervention strategies because it exceeds their developmental capabilities (Faust & Katchen, 2004). (Faust et al., 2004)As previously noted, a child is at a greater risk for the effects of severe sexual abuse in the first years of life (Faust & Katchen, 2004). (Faust et al., 2004)

Concerning the process for delivering the intervention solution, the study similarly follows Roger’s Diffusion of Innovation (DOI) Theory. And, as an individual goes through the process of acceptance of an intervention, similarly the process will achieve delivery. To start, potential participants will become aware of a new medicine called, TCI. Also, they will learn of it’s necessity and use in the treatment of eczema, through either direct provider contact or a variety of advertising methods promoting TCI in the office setting, website, and phone line. Secondly, potential participants will make a decision to either accept or decline the use of TCI. Thirdly, participants will start initial utilization of TCI.

Silverman, W. K., Ortiz, C. D., Viswesvaran, C., Burns, B. J., Kolko, D. J., Putnam, F. W., & Amaya-Jackson, L. (2008). Evidence-Based psychosocial treatments for children and adolescents exposed to traumatic events. Journal of Clinical Child & Adolescent Psychology, 37, 1, 156-183.

Caregivers who report caring for a loved one in an at-home environment tend to show more symptoms of depression, and fall into a poorer state of physical and mental health. Depending on the relationship status of the caregiver and the elder with dementia, fewer symptoms of depression may result than expected due to reduction of guilt, resentment, or burden towards the situation. In addition, experiencing pleasant activities on a daily basis boosts the caregiver's and the patient's mood, causing more satisfaction at the end of the day. Implementing a daily routine filled with physical activities, activities promoting cognitive functioning, and other mood-boosting activities guide the individual to engage with his or her community. Although these tasks may become harder to complete in later stages of dementia, it is crucial for maintenance of cognitive functioning along with higher levels of happiness.

When selecting a treatment intervention for a client, be cognizant of the client’s emotional functioning around the problem being addressed and the meaning and emotions attached to the problem because this can help in determining the appropriate goals for the client in the long term and short term” (Cummins et al., 2012, p.238). In addition, when working with clients that have developmental or intellectual challenges it is important for the social worker to use the appropriate interventions that meet those levels in treatment. Furthermore, the agencies culture and mission statements and the community settings can influence the culture of the agency and the people who work there. In addition, “some agencies are more flexible in their cultural development and other agencies may be more rigid and static in their culture and these cultures may be appropriate depending on the client base that the agency serves” (Cummins et al., 2012, p.238-239). As a result, the social worker needs to be aware of the dynamics within the agency because the treatment options and preferences may limit interventions not commonly used and may limit how the client can be helped.

Students can be identified as having a learning disability by using a process based on their response to research-based interventions along with an IQ-achievement discrepancy. These scientific, research-based interventions, which are tiered approaches to school based service delivery, are generally known or called response-to-intervention (RtI) models. RtI models are early intervention approaches that involve children’s responses to evidence-based interventions which are implemented on three different levels of intensity. To achieve prevention goals, RTI schools are structured, arranged, staffed, and lead differently than traditional schools. Along with using a tiered approach, schools that use RtI models also use progress monitoring. They use a vital flow chart of students, within and across tiers of services, to maintain a positive response to intervention. School-wide RtI is characterized by multiple tiers of risk and support. Students within RtI schools are considered to be placed across three, sometimes four, tiers of risk ranging from no risk to very high level of risk. There is no right or wrong amount of tiers schools can use, but the majority of schools use a three tier system. The expectation of Tier 1 is that about 80% of students will be making expected progress in

Childhood is a time for playdates and learning, a time for big dreams and imaginary adventures. Safety and security should not be questions that linger in uncertainty. However, this is not the case for many children across the globe. Thousands of children from all walks of life each day are faced with unspeakable horror and must deal with the resulting trauma from then on. However, in children, managing this trauma takes a different toll on the mind and heart than it does in adults. While the type of trauma may vary in pervasiveness across countries, trauma occurring in childhood has the ability to cause long term damage to the growing neurological functioning in the brain and negatively influence children’s spiritual development, wounding

There are many types of trauma that can effect an adolescent and without the proper treatment of the traumatic event the adolescent can have difficulty adapting and developing into adulthood. Kathleen J. Moroz, of the Vermont Agency of Human Services, defines trauma as a physical or psychological threat or assault to a child’s physical integrity, sense of self, safety of survival or to the physical safety of another person significant to the child. She goes on to list the types of trauma a child may be exposed to. Abuse of every kind, domestic violence, natural disasters, abandonment, serious illness or an accident are just a few traumatic events that can effect the development of a child. (2) When these events occur as an acute event

Based off sheer size of my classes, prior to looking at the data, I determined that I wanted my student intervention to take place with a group in my sixth period B-day class. My sixth period is one of my largest (if not the largest) class that I have, and with that being said, many of the students are unable to get the individualized attention that they need. The students I targeted were specifically chosen because they are some of the lowest students in my class. The Intensive Reading course has twenty-eight students, on a good day, and every student struggles with the fundamentals of reading. A majority of the students are 10th graders and a few of the students are repeating either the grade level or just the class itself. In my specific student intervention group, I will have five students, four of which are classified as 10th grade and one of which is classified as 9th grade. Three of the students are African-American, one of the students is Caucasian, and one of the students is Multi-Racial. One of the students in the small group does have a 504 plan and another student has an IEP both of which request for accommodations such as extra time, copies of notes, peer assistance, and encouragement throughout all lessons. All of the students chosen are also suppose to work with a reading interventionist, but considering that is not always an option, my student intervention plan is to act in substitution of, and in addition to, the help they are already receiving.

It is estimated by the U.S. Department of Health and Human services that one million children are victims of child abuse and neglect in the U.S every year. This number may be an underrepresentation however, as many cases are unreported. Children who experience trauma in early childhood years or adolescence have impacts that follow them throughout adulthood. The common effects include relationship attachment issues, mental disorders, substance abuse, increased