Key Principles For Successful Sm Interventions

The value to using specific approaches such as CBT is that they are evidence based interventions that teach the client a better way to think which then leads to making better behaviors and choices. If a social worker uses their own approach as an intervention, then the outcome to the treatment may not be a proper one. Barth et. al (2011), explain that evidence based approaches are not always used by social workers in their interventions even though it is important to do so. On the other hand, I think that using common factors approach gives social workers a chance to be more original in their practice and give flexibility to their interventions. It provides the client with a more unique treatment that was customized for their own needs. Barth

During an intervention, there will be many people participating in various capacities and at various times throughout the intervention. Each person will play an important role in making the intervention successful. Netting has outlined a series of systems to help delineate the role of each participant. The systems include, the initiator system, the change agent system, the client system, the support system, the controlling system, the host and implementing systems, the target system and the action system (Netting et al., 2012). Beauregard Parish is a small community and many participants will serve in multiple roles in the intervention, since many members already serve multiple important roles in the community.

The greatest difficulty in arriving at the best practice given any specific situation, is that “in looking for and attempting to remedy the causes of individual and societal ills, we have overlooked a fundamental technique, namely, understanding,…the process by which the practitioner seeks totally to apprehend human beings, their inner minds and their feelings, and the way these are expressed in their outward actions and achievements” (Rodwell, 1987, p. 323). This is especially true when given a macro-level situation, since it requires that “understanding” be applied to a larger group than one social worker is likely to personally examine. Consider the problem-centered approach utilized during the Charity Organization Society (COS) movement where the initial assessments were developed based on “the identification and testing of eligibility of clients according to agency rules and procedures,” ([emphasis added], p. 232). They placed the cause of a problem—such as poverty—on the individual rather than looking at it from a broader ecological systems perspective, such as the

Invention: MHS educated client on ways to resolve conflict in an effective manner. MHP educated on the importance of expressing her feeling in an appropriate manner to be able to cope with daily life as well as crisis situations. MHS advised the client to be a good listener and to be flexible in her views to create more peace in the home. MHS and the client explored other things the client can to create more peace in the home. MHS discussed how the client should express her felling without acting out at home.

On a micro-level, interventions focus on people’s social functioning as individuals, a member of their

Response to Intervention (RtI) is an academic framework that has been adopted by school districts across the country to help create a structure in which all students receiving the supports they need to be successful in school. The RtI Action Network defines RtI as “a multi-tier approach to the early identification and support of students with learning and behavior needs.” (http://www.rtinetwork.org/learn/what/whatisrti) An RtI framework addresses both academic concerns and behavior concerns. The behavior framework of RtI is often called Positive Behavioral Interventions and Supports or PBIS. RtI has three tiers in which to address the academic and behavioral needs of all students. Tier 1 consists of high quality instruction to all students, including differentiation, and subsequent screening of all students to determine who is in need of further support. Tier 2 are targeted interventions for those students who are screened and it has been determined these students are in need of greater support than what is provided in Tier 1 alone. Tier 3 consists of intensive interventions for those students who have shown little or no progress with tier 2 interventions and school personnel have determined the student needs more intense and individualized support. As a school counselor I will be very involved with both RtI Academics and PBIS as a framework to work with all students and determine the level of support each individual student will need.

The intervention lasted for six months, with assessments at baseline, three months, and six months. (Wilton et al., 2009) Behavior change theories and models guiding the development of 3MV were the social cognitive theory, the behavior skills acquisition model, the Trans theoretical model of behavior change, and the decisional balance model. The 3MV intervention centered around a retreat which included 6 consecutive 2-3 hour educational sessions. Each session was themed and facilitated by two black MSM trained sexual health educators. Session 1 (The Culture of Black MSM), Session 2 (STI/HIV Prevention for Black MSM), Session 3 (STI/HIV Risk Assessment and Prevention Options), Session 4 (Intentions to Act and Capacity for Change, Session 5 (Relationship issues: Partner selection, Communication and Negotiation), Session 6 (Social Support and Problem Solving to Maintain Change).

TASK 2) Prepare and deliver an individual presentation to answer to Steps 6 to 8, entitled “Working in Partnership to Improve the Health and Social Care”. Your aim is to develop a persuasive two-piece presentational pack.

Intervention: The intervention began with 1 in-person session with a health educator who administered a tailoring questionnaire and set behavioral goals.

To analyze the efficiency of an intervention, several techniques can be utilized. In this study, researchers employed formal and informal control in a 2 –year quasi-experimental comparison group design to evaluate the effectiveness of an intervention aiming to prevent the use of alcohol among adolescent in a community. 1368 adolescents aged 13-18 years old were recruited, data were collected via questionnaires at baseline, year 1, and year 2. Researchers concluded that the intervention was not effective in reducing the risk of weekly alcohol intake by adolescents, however combining formal and informal approaches did decrease the rate of drunkenness. Despite the effectiveness of the intervention in reducing the level of drunkenness, the study

For this investigation, SC techniques will be administered during the pre-intervention phase. SC interventions are intended to stimulate the open exploration of thoughts and emotion. Under this model, the therapist avoids problem solving techniques or structured interventions designed to modify maladaptive cognitions and/or behaviors. Instead, the primary interventions are characterized by active listening, nondirective, open-ended questions, and the expression of warmth, empathy, and unconditional positive regard. Such techniques are intended to facilitate a trusting and supportive therapeutic alliance. During each session, the therapist will explain the rationale for SC, use active/supportive listening techniques (paraphrasing, reflection

For the purpose of this paper I will be structuring my group based on that I am employed by Chesterfield Community Corrections. Chesterfield Community Corrections is made up of seven different agencies and I work for the domestic and sexual violence resource center. I will be running a group for survivors of domestic violence. However, before I discuss my group I will introduce you to the mission and vision statement of Chesterfield Community Corrections Domestic Violence Center and a background on the agency itself. The center serves as Chesterfield County’s hub for coordinating response efforts to domestic and sexual violence. A goal of the unit itself is to develop a county wide policy and practice that places value of the victim’s safety and accountability on the offender. The center works with other Chesterfield County units such as the police department, Commonwealth Attorney’s office, Community Service Board, Social Services, Health Department, Magistrates Office, Victim’s Witness Protection, Juvenile and Domestic Relations Courts and Community Corrections and Pretrial Services. The center is a valuable resource for county wide service providers and victims and assists by linking them to professionals with available services to the community. (Retrieved from http://www.chesterfield.gov/DSVRC/)

Planning: Secondary interventions: Determine cause of headache Wound care teaching: incision care, limb exercises, and infection prevention Relaxation techniques: music and diversional activities Tertiary interventions: Education on leg movement and exercises per therapist’s recommendation Social worker referral for counseling, stress management, resources for job placement Military resources and support groups

Given the complexity of idiom learning, the commonness of idiomatic expressions in spoken and written classroom communication and beyond, and the educational goal that all students gain an understanding of figurative language, idioms should be an integral part of vocabulary and reading instruction in the classroom. Students with difficulty in understanding figurative language require explicit instruction to enhance their ability to interpret idioms independently and should be provided with opportunities for repeated exposure to this type of linguistic material. The purpose of the present paper is to investigate the currently available evidence-based intervention strategies that promote comprehension of idiomatic expressions in school-age children

Furthermore, as it relates to interpretations, it is helpful if the leader generates multiple interpretations because having only one interpretation of the situation makes the options for action severely limited. The key to success in developing interpretations is to generate a diversity because adaptive work involves orchestrating multiple and passionately held points of view.