The Intervention Program Is A Treatment Intervention

Lauren Smith is a five year old Caucasian girl who is demonstrating anxiety when separated from her mother. The family was referred to this service by their pediatrician. Over the past few months, Mr. and Mrs. Smith report Lauren has become increasingly troubled when being separated from her mother. She cries while clinging to her each morning before school and her father describes having to “pry her off” and carry her to the car. Lauren’s parents are also concerned with regressive behavior; she is speaking more often in third person when referring to herself, and she has also begun wetting the bed nearly every night. Mr. and Mrs. Smith had a conference with Lauren’s teacher two weeks ago at which time she told them Lauren was having difficulty concentrating and completing her work. The teacher also voiced concerns about her lack of interest in participating in group activities; she appears to prefer to play by herself. The parents report that Lauren is otherwise healthy and has been meeting age appropriate developmental milestones.

Cognitive-Behavioral therapy (CBT) is an empirically supported treatment for a variety of disorder diagnoses. Although pharmacological treatments are the most widely used method of treatment in anxiety disorders in America, research has found that even though patients respond sufficiently to medication treatment initially some are unable

Many advocates of Cognitive Behavioral Therapy (CBT) believe that changing the way one thinks can greatly impact one’s emotional response (Shurick et al., 2012). In his 1985 cognitive theory of anxiety Beck asserted, “that maladaptive thought patterns play a central role in the development and maintenance of anxiety” (Beck, Emery, & Greenberg, 1985, p. 12). In his theory Beck proposes that cognitive change is necessary in the treatment of anxiety disorders, and that this can be achieved directly through cognitive restructuring (Nortje & Möller, 2008). In cognitive restructuring the patient and therapist collaborate to alter core beliefs as well as reappraise and reinterpret stimuli in a less negative way in order to reduce negative affect (Shurick

There is not one treatment intervention that will solve all issues. Therefore, we have to be able to evaluate each situation uniquely. Treatment intervention can involve the use of prescription drugs in order to limit the outcomes of any condition. Good interventions include good monitoring procedures, follow-ups, and support. One treatment that works for an individual may not necessarily work for the next person. The purpose of the intervention is to break a negative cycle that has become destructive to an individual. Most of the individuals that undergo an intervention will begin with a slight condition of denial. The chemical dependency on any type of drug can be detrimental to an individual and his or her family. The situation in case one, dealing with the 18 year old high school student, would be an appropriate person to implement into a treatment intervention because he will need the additional support and medical support in order to overcome his addiction.

The term integrated interventions refers to specific types of treatment strategies, or specific therapeutic techniques that address interventions of two disorders which is usually combined into one interaction, or single session, and sometimes into multiple sessions. First it must start off with an integrated screening by a substance abuse counselor, and if a co-occurring disorder is identified by a mental health counselor. This would offer the client the proper assessment and process for the best level of care needed. There is also the dual recovery, mutual aid self-help groups and meetings. This is usually an independent, twelve step, and self-help type organization. Helping those with a combined alcohol dependence and an emotional or psychiatric

Since being placed in charge of the Residential Intervention Program, I have noted some issues with the information provided within the staff reports. The program was designed as an alternative to incarceration of low risk offenders, however, we must gauge if the program is effective and what is the current status of the program. Despite the recent report provided by staff which states there was a small reduction in recidivism, utilizing multiple interventions, I see room for improvement and need clarification of the results provided by staff.

Intervention Central is a free online resource for teachers and school districts to use for the implementation of intervention in or outside of the classroom while following the Common Core State Standards. Jim Wright, a psychologist and school administrator out of New York, created Intervention Central in hopes that the website would help offer high quality RTI in even the lowest budgeted schools. The website offers a wide variety of tools for teachers to use for academic and behavioral interventions as well as assessments and informative articles. Intervention Central also offers training videos and webinars on many different topics. The site breaks the intervention process activities down by subject and subject areas.

Note: Always make objectives measurable, e.g., 3 out of 5 times, 100%, learn 3 skills, etc., unless they are measurable on their own as in “List and discuss [issue] weekly…”

The roots of the Cognitive-Behavioral Theory lie in the broadening of behavior therapy and has undoubtedly produced more empirical research than any other model of psychotherapy (Datillio, 2000a). Cognitive-Behavior theory is a theory based on the idea that a person’s perspective is what guides the development and the preservation of their emotional and behavioral responses to situations within their lives as well as a plethora of studies that tested learning theories. The Cognitive-Behavior therapy also called CBT, relies on the belief that the person’s perspective also stunts or expedites the emotional and behavioral adaptation to situations as well. This “belief” means that what you or I think governs how we respond to what goes

There have been several policy-level measures to address the environment of the health care system and how it contributes to health disparities. First, as seen in Figure 3, the uninsured rate in the United States has declined by 43% following the implementation of the Affordable Care Act (ACA. According to National Health Interview Survey data, the increases in insurance coverage under the ACA were substantial across all races and ethnicities [11], increasing access to care for minorities which is an essential step in eliminating disparities. More notably, the ACA has also designated funding towards the diversification of the workforce. These measures took form in the U.S. Department of Health and Human Services Disparities Action

Every aspect of this program uses culturally appropriate practices. The program offers interventions at multiple stages of individuals’ time in prison and out of prison. Chapter 36 in the Race, Ethnicity, and Health book, Meredith Minkler defined community based participatory research as “systematic inquiry, with the participation of those affected by the problem, for the purposes of education and action or affecting social change.” These programs use aspects of CBPR and “cultural leverage.” Chapter 38 in the book, Fisher et. al defined cultural leverage as “a focused strategy for improving the health of racial and ethnic communities by using their cultural practices, products, philosophies, or environments as vehicles that facilitate

According the the Durham Police Department’s 2015 Annual Report, the number of juvenile arrests for youth ages 9 to 17, totaled 686 with crimes such as burglary, vandalism, assault, robbery, and drug violations (Durham Police Department 2015 Annual Report, 2015, p. 15). As resident and native of Durham, North Carolina and potential Human Service Professional, I am left with feelings of hopelessness and dismay after discovering these statistics. Our mission at Walden University is to incite social change in our professions, using the knowledge that we gain from completing our education. Establishing a preventative intervention program represents an opportunity to make an impact on the community where I was raised. Growing up in Durham, I have

Social anxiety is a prevalent and common disorder amongst society. Social anxiety disorder is expressed as a fear in public and social situations for an individual (Kashdan, Farmer, Adams, Mcknight, Ferssizidis, Nezelf 2013). A person with social anxiety fears that a social appearance, outcome, or situation will lead a to negative response to their surrounding audience (Kashdan, Farmer, Adams, Mcknight, Ferssizidis, Nezelf 2013). However there are numerous treatments for social anxiety. Cognitive behavioral therapy is one of the most efficacious treatments that a patient may receive (Hambrick, Weeks, Harb, & Heimberg, 2003. Cognitive behavioral therapy has numerous techniques that can be used on patients. The result of using cognitive

Early alert intervention programs can be beneficial to colleges to assist them with identifying students who are at risk of not being academically successful (Tampke, 2012-2013; Bryan & Simmons, 2009). Equally important, students entering college for the first time encounter significant changes from those encountered in high school as the academic demands are usually more rigorous. In addition, some freshman students struggle with academic success, which impacts persistence; therefore, early intervention programs should be considered. According to Vanthournout, Coertjens, Donche, and Van Petegem (2012), student academic persistence is an expected outcome of early intervention programs.

The program included six 45-minute group sessions based on psychoeducational and cognitive behavioral treatment. All participants completed assessments that indicated elevated levels of anxiety sensitivity, but did not meet criteria for an anxiety disorder (Balle and Tortella-Feliu, 2010). The results indicated a delayed affect on anxiety and depression prevention, as well as an improvement in symptom reduction pre- and post- intervention. According to the authors, selective prevention model may be advantageous because they “could allow us to reduce the incidence, not only of anxiety disorders, but also of anxiety symptoms that may eventually lead to full-blown disorders; that is, tackling the latent risk before certain symptoms are developed, at least in some individuals, may be beneficial and may be a method of enhancing feasibility” (Balle and Tortella-Feliu, 2010, p. 73). In addition, eliminating the need of parents or teachers to collaborate may make it easier to reach more students and develop briefer intervention programs (Balle and Tortella-Feliu,