Final Assignment SOWK 6300

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California University of Pennsylvania *

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700

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Sociology

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Jan 9, 2024

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Final Assignment Breanna Eyles PennWest University SOWK 6300-400 T. Thao Pham, PhD, LSW Aug 11 2023

2 Ethan is a 16-year-old white male from the suburbs of Pittsburgh PA, currently in 11th grade with no siblings. Ethan comes from a well-rounded middle-class family. Due to his father's recent suicide, Ethan suffers from anxiety, depression, and PTSD. Ethan discovered his father unconscious after an intentional overdose in his garage. His father was eventually declared dead at the hospital after Ethan contacted 911. Given the circumstances, Ethan is a strong-willed and extremely emotionally mature individual. Ethan can identify and talk about his emotions. Despite not having any siblings, Ethan has a very large network of family and friends. His grandparents are still alive on both sides, and he has many cousins, uncles, and aunts as well as many friends. It appears that his family has strong support from the surrounding community as well. My first priority was to give Ethan a sense of security in my presence. Feelings of safety and security are crucial in treating young adolescents with PTSD. During our session, I offered support and active listening to Ethan because children seek to adults for consolation following terrible situations. With Ethan, I tried to build a pattern since rituals comfort kids that things can get better and return to normal. Ethan quickly discussed with me how he attends baseball practice every M-F after school and what he likes to do in his free time. Ethan enjoys playing video games as his mother prepares dinner, after which he joins the family for dinner and goes to bed. Ethan remarked that it has been challenging for him to dine at the table with his mother since his father's passing, because it isn't the same. Regular bedtimes and mealtimes are crucial because they are integral aspects of Ethan's schedule. Despite my hints that he should continue with his regimen as is, I will discuss its significance with Mom further. I urged Ethan to carry on doing what he loves as he was talking about how much he loves baseball. Ethan remarked about how his father would be overjoyed if he were to receive a scholarship for college. Children

3 should continue to have fun since it serves as a wonderful diversion and offers them a sense of normalcy. I pushed Ethan to talk about what had happened even though it was challenging. In order to make Ethan feel at ease, I sought for opportunities that would naturally arise for us to talk about the occurrences. I listened intently and offered encouragement when he spoke about how depressed this had made him feel. When he said he was sad, I answered him, "Yes, I can see that you are sad." I validated his sentiments and let him know that anything he is feeling is valid. After our conversation, I concluded that Ethan would benefit greatly from being part of peer groups because teens typically feel more at ease conversing in groups with their peers. I will give Ethan's mother access to a variety of my resources. I am aware that it sometimes takes teenagers longer to open about their feelings, therefore it is crucial for me as his social worker to have patience. I made a follow-up appointment for the same day and time the following week because, as I previously indicated, consistency is crucial. I'm setting up a few more goals for Ethan. The first goal is to improve his coping skills. We'll use this time to learn good coping mechanisms like exercising, keeping a journal, and joining the peer support groups I mentioned earlier. You can handle difficult events better when you have effective coping mechanisms. The second objective I've set for Ethan is to talk about his triggers. Simple things can trigger recollections of the horror he underwent, including songs, smells, and sounds. By figuring out his triggers, you can create a strategy for handling them when they do occur. Finally, I want to develop a strategy for managing his emotions. Although he seemed to be emotionally in control during our encounter, PTSD sufferers often have erratic emotions. You might feel sad one day and enraged the next. Though it's hard to entirely regulate our emotions, there are things we can do to better manage them.

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4 Of the 6 core social work values, service, social justice, dignity and worth of the person, importance of human relationships, integrity and competence, I felt that I had demonstrated the essential value of social work—respect for the dignity and worth of the individual—towards Ethan during our encounter. Social professionals acknowledge the value and individuality of each client. It's crucial to treat clients with respect and dignity while also acknowledging the unique qualities that each person brings to the world. We support clients' social integration in a way that respects their inherent worth and uniqueness while also giving them the tools they need to realize their stated objectives. I'm incorporating all of this into our plan for helping Ethan get over the trauma his father's passing has caused him. I'm very moved about this case study. I'm hopeful, but I'm also worried that I won't be able to provide Ethan the tools he needs to get better. I had to conduct extensive research on PTSD in young teenagers. What one treatment may accomplish to one person may not be advantageous to another. Before creating a detailed plan, I need to learn more about Ethan, but I believe I understand what I need to accomplish well. We have set goals, and I am confident that we can achieve them.

5 References 1. "Post-traumatic stress disorder (PTSD) - Symptoms and causes" . Mayo Clinic . 2. "Generalized Anxiety Disorder" . National Institute of Mental Health (NIMH). 3. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). American Psychiatric Association. 4. Hepworth D. H. Rooney R. H. Rooney G. D. & Strom-Gottfried K. (2017). Direct social work practice: theory and skills (Tenth). 5. Walsh J. (2013). Theories for direct social work practice (Third). 6. Bellamy, Chyrell; Schmutte, Timothy; Davidson, Larry (2017). "An update on the growing evidence base for peer support". Mental Health and Social Inclusion . 21 (3): 161–167. 7. Pearce J, Murray C, Larkin W (July 2019). "Childhood adversity and trauma: experiences of professionals trained to routinely enquire about childhood adversity" . 8. Schwartz, Jeremy. "5 Reasons to Consider Group Therapy" . U.S. News & World Report.

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