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Nov 24, 2024

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Uploaded by PresidentLightningAardvark11

Please write one paragraph each. The first 2 are for the Vignette discussion. Classmate 1 The community I chose to focus on is Myrtle Point. Myrtle Point is a small residential area connected to a seaport entry. This community is a major highway for tourism and is close to many states. With the recent increase in drug use among grade school students in grades 6through 12, I decided on the “Life Skills Training (LST)” classroom- based substance abuse prevention program from the Blueprints Programs. LST is a “classroom-based substance abuse prevention program” specifically for early adolescent students in middle school. The program is designed to provide early intervention with 30 sessions taught over three years. The program also provides students with training in personal management, social skills, and social resistance skills. The instructors for LST provide teaching through interactive techniques (i.e., demonstration, facilitation of behavioral rehearsal, feedback & reinforcement). The outcomes of this program are as follows: lower signs of alcohol usage, delinquency and criminal behaviors, marijuana/cannabis use, partaking in sexual risk behaviors, STIs, tobacco use, and participation in violence. Why is LST a conceptual and practical fit? Based on the community description, I considered many factors before choosing the best-fit program. Myrtle Point is located on two major interstate highways and a seaport entry. With my knowledge surrounding drug trafficking and how it is often introduced to communities through interstates or even seaport entries, I knew it would be essential to find a program that would educate school-age children who may be susceptible to peer pressure. Furthermore, there has begun to be a slight increase in drug use and student truancy. Studies have shown that peer influence can be connected back to adolescent substance use (Medrut, 2014). The same research highlights that to prevent such risky behaviors among adolescents, there should be information provided during classes, and the courses should entail substance use, sexual behavior, and additional aspects impacting adolescents (Medrut, 2014). The LST program teaches personal self-management skills, which, when adolescents do not have a healthy image of themselves, will often venture into risky behaviors.

Myrtle Point consists of community members who have lived in the area for generations, meaning a noticeable increase in substance use and overdoses in the community will impact them significantly. Therefore, this program feels like a practical fit for the community as it will be classroom-based and meet the children in an environment built to be a “safe space.” The program will require the school staff to partake in some training as it is taught in the school and takes three years to complete. This form of intervention will allow for healthy relationships to be built in the school, leading to a reduction in truancy and violent behaviors. This will be essential in combating substance use issues seen in the community as adolescents in the community have become more susceptible and early targets to substances. References Medrut, F. (2014) Peer influence as a risk factor in adolescent substance use. Social Work Review, 13(3), 69-77. LifeSkills training (LST) . Blueprints for Healthy Youth Development. (n.d.). https://www.blueprintsprograms.org/programs/5999999/lifeskills-training-lst/ Classmate 2 The community I chose to focus on is the rural community of Council. A majority of Council’s population is comprised of lower-middle-class families where both parents work outside the home. Many of the school-age children are dismissed from school before their parents get home from work which creates a supervision vacuum. There are very few after-school activity options for local teenagers, and alcohol use is a widely accepted norm among the teenage population. The population of focus is the teenagers who attend the local schools. This group may be at greater risk for developing alcohol misuse issues due to ease of access and cultural normality of use. There is an opportunity within this community to implement a prevention program in the schools as this setting will likely reach a majority of the target population. The evidence-based prevention program that I selected is the Project Towards No Drug Abuse (Project TND). This program is designed for use with high school youth who are at risk of drug or alcohol misuse. The program is implemented in the school by existing teachers or health educators and taught for a period of three weeks. The program supports the development of self-control, communication, and decision- making skills along with guidance on accessing needed resources (Blueprints For Healthy Youth Development, 2023). I believe that this program is a good conceptual fit for the community because of the culture and prevalence of alcohol use among the teenage population. Program

TND was shown to reduce alcohol use among participants at the one-year follow-up after the completion of the program (Sussman et al., 1998). The decrease in drug/alcohol use was attributed to the program's focus on decision-making skills and motivation-type activities. The program has had favorable outcomes with high school students in the school setting although results may be more significant with increased extracurricular activities and community involvement (Sussman et al., 2002). Program TND may also be a good practical fit for Council given its rural location and the socioeconomic makeup of the population. The cost of training instructors and purchasing the curriculum is rather low averaging about $15.65 per student each school year. The cost could be an advantage for a rural community that may have severely limited funding for prevention programming. Another practical benefit of program TND is its ease of access and participation rate. Since the program can be implemented in the school, it provides students with an equal opportunity for participation and gives the instructors a “captive audience” which may increase overall attendance (Blueprints For Healthy Youth Development, 2023). References Blueprints For Healthy Youth Development. (2023). Project towards no drug abuse . Retrieved October 25, 2023 from https://www.blueprintsprograms.org/programs/34999999/project-towards-no-drug- abuse/ Sussman, Dent, C. W., & Stacy, A. W. (2002). Project Towards No Drug Abuse: A Review of the Findings and Future Directions. American Journal of Health Behavior, 26(5), 354–365. https://doi.org/10.5993/AJHB.26.5.4 Sussman, Dent, C. W., Stacy, A. W., & Craig, S. (1998). One-Year Outcomes of Project Towards No Drug Abuse. Preventive Medicine, 27(4), 632–642. https://doi.org/10.1006/pmed.1998.0338 This post is about Deshawn and Andre. Please reply to the post below. (write a paragraph)   In the video of the session between Deshawn, the social worker, and Andres, the client, Deshawn attempts to continue to build rapport and connect with Andres. He uses the client’s personal interests to try and connect and bridge to the issues Andres is experiencing. When the indirect way of connecting these ends with the client abruptly shutting down, Deshawn uses a more direct approach to pinpointing specific fears and difficulties in his diagnostic inquiry (Walter et al., 2020). He assesses educational progress and achievements,

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considers sleeping and eating habits, and addresses some of the continued symptoms and frequency experienced by Andres (Walter et al., 2020). This structured behavioral, mental health assessment was done directly, as the client did not seem amenable to the indirect line of questioning Deshawn used initially (Walter et al., 2020). It is assumed that a child and parent screening may have already been completed earlier in their sessions to determine where some of Andres’ difficulties were (Walter et al., 2020). Deshawn appeared to have already established good rapport with Andres, and was continuing to build that, but also gauge where he was with his mental health functioning and symptomology (Walter et al., 2020). Even when Andres abruptly shut down the conversation when Deshawn attempted to connect the symbolic nature of Andres fiction writing, Deshawn was able to re- engage Andres rather quickly in real conversation about the status of his mental health concerns. He noted the abrupt change in his client’s demeanor and was able to adjust his line of questioning to match what Andres was more comfortable with. This led to some real information being exchanged in relation to his ongoing concerns. Andres had an abrupt shift in his demeanor when he realized that Deshawn was assuming a parallel between his fictional writing and real life situations. He appeared to think of it as a trick and suddenly stopped expanding upon his writing endeavors. Though Deshawn was able to regain trust rather quickly, Andres was more irritable and focused on anger towards his father than how he was personally dealing with the challenges of his social anxiety. As a provider in real life, it would likely prove to be more difficult to re- engage a teen who suddenly shut down. The social worker may have to create a one sided dialogue for a bit until the client felt ready to open back up. It could be a good opportunity to engage in psychoeducation and normalize the feelings the client is having and struggling with. Knowing the client, their moods, and typical conversation flow would help re-engage in this situation. Due to the client’s school avoidance and apparent social anxiety disorder, encouraging a connection with peers would be an important SMARTS goal to begin with. Initially, I would suggest a peer therapy group, with other teens who experienced social anxiety and other anxieties to help normalize his feelings (Leigh & Clark, 2018). This might help him realize that a lot of his internalized feelings of being humiliated or scrutinized were a manifestation of his anxiety and not true to life (Leigh & Clark, 2018). The goal would be to attend a weekly group therapy session and then process in individual sessions what came up in group. After a predetermined amount of sessions the practitioner and client could re-evaluate the symptomology and review

improvements (Leigh & Clark, 2018). The ultimate goal of group therapy would be to connect and engage with peers, learn more about social anxiety, and reduce the uncomfortable symptoms of peer and public engagement (Leigh & Clark, 2018). References Leigh, E., & Clark, D. M. (2018). Understanding social anxiety disorder in adolescents and improving treatment outcomes: Applying the cognitive model of clark and wells (1995). Clinical Child and Family Psychology Review . 21 (3), 388– 414. https://doi.org/10.1007/s10567-018-0258-5 Walter, H., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger- Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child and Adolescent Psychiatry . 59 (10), 1107–1124. https://doi.org/10.1016/j.jaac.2020.05.005 Please reply to this post of a classmate that replied to me. (write 4 sentences.) Thank you for sharing your perspective of the video. I must say you have a great attention for detail and helped me reflect more on the video. I also noticed the difference in Andre's reaction between his school difficulties and his father leaving. I also wonder where he got the Spanish phrase from, and I say this because his interpretation of the meaning was different then what the phrase really means. Leads me to believe that it was something he has heard not something that comes from him, but all that is assumption without further information. I like how your focus for Andrea's goals was his school attendance. I made my goals around helping him develop his social skills, but I like your approach making school attendance a priority. I was more focused on his anxiety and social concerns at school, thinking that maybe if that area has progress the rest will follow. However, after reading your goals for Andre, I think that school attendance is certainly the priority. I also agree that although the session went well, there were areas of concern where the clinician could have asked Andre to elaborate more on his thoughts and feelings concerning certain triggers. It is apparent that Andre has a lot more layers to process

then his presenting problem, but its important to go to the pace that best works for the client. Again, your post helped me see the session from a different lens and I even went back to watch the video to help me evaluate my original post. Thank you for sharing!

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reply to discussion oct29

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