i the concentration in interpersonal practice n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
I. The Concentration in Interpersonal Practice: PowerPoint Presentation
Download Presentation
I. The Concentration in Interpersonal Practice:

Loading in 2 Seconds...

play fullscreen
1 / 42

I. The Concentration in Interpersonal Practice: - PowerPoint PPT Presentation


  • 166 Views
  • Uploaded on

I. The Concentration in Interpersonal Practice:. One of two concentrations available to advanced year graduate students in our School – Continues two time-honored traditions: substantive and intensive education for clinical practice scholarly rigor.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'I. The Concentration in Interpersonal Practice:' - Mercy


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
i the concentration in interpersonal practice
I. The Concentration in Interpersonal Practice:

One of two concentrations available to advanced year graduate students in our School – Continues two time-honored traditions:

substantive and intensive education for clinical practice

scholarly rigor

ii we offer students three tracks or options to choose from among
II. We offer students three tracksor options to choose from among:

cognitive-behavioral social work practice

family-systems social work practice

psychodynamic social work practice.

each of these options
Each of these options –

is as rigorous and systematic as the other two, and in fact designed to be comparable in every major respect

requires a two-term commitment, totaling eight credit hours over the academic year; students may not select one term of one track and second term of a different track

is conceived as a combined human behavior and clinical methods course, and is further intended to achieve integration along several different axes:

slide4
-- there is an equal and consistent focus on children, adolescents, and adults in readings, lectures, and clinical case review portions of the course;

-- the focus on psychopathology/dysfunction is counterbalanced by a comparable emphasis on clinical diagnostic skills, whether these are linked to the beginning, middle, or end stage of the treatment process;

-- the content on clinical process dimensions is complementary to content on clinical method and technique;

slide5
-- clinical case reviews permit a useful integration of field experiences with didactic classroom learning;

-- the variable of time and its implications for interpersonal practice are identified and brief models of treatment are elucidated;

-- ethical dimensions of practice, content on human diversity, and material on socially disenfranchised, marginalized, and vulnerable populations are all accorded emphasis;

-- various models or paradigms for research on aspects of clinical process and/or for the evaluation of practice are also introduced.

iii how exactly did we decide on these particular three theory bases
III. Howexactly did we decide on these particular three theory bases?

each system is widely used in social work practice today

each boasts a substantial clinical and research literature

we have at least one full-time faculty member with the expertise and background

We also decided that we would like to do a few things well, rather than to offer a little bit of everything

iv finally which theory track should i choose
IV. Finally, “which theory track should I choose?”

[written material to be distributed]

illustration of how each of these theoretical systems works – using material from the film “Gilbert Grape”

Please remember, also, that selecting one theoretical orientation doesn’t lock you into that orientation forever.

behavior psyche and system in what s eating gilbert grape three clinical approaches

Behavior, Psyche, and System in “What’s Eating GilbertGrape?”Three Clinical Approaches

Hallstrom, L. (Producer/Director) (1993). What’s Eating Gilbert

Grape? [Motion picture]. United States. Paramount Pictures.

cognitive behavioral treatment assessment

Cognitive-Behavioral Treatment & Assessment

The Case of Gilbert Grape

Presented by:

Antonio Gonzalez-Prendes, Ph.D., ACSW

what is cbt
What is CBT?

Problem-focused, present-oriented, time-limited

Operates on basic assumptions:

Cognition plays a central role in human adaptation

Emotional disorders result primarily from:

Irrational, unrealistic, biased, rigid & distorted thinking

Thinking can be monitored & changed

Cognitive change → clinical improvement

CBT is not “positive thinking”

Thoughts are just thoughts, not facts.

cbt maintains that
CBT maintains that …

…information processing and meaning are central in determining our emotional and/or behavioral reactions.

…cognitions mediate/moderate these processes and how we adapt to life’s events.

cognitive case conceptualization judith beck 1995
Cognitive Case Conceptualization(Judith Beck, 1995)

Relevant Developmental/Childhood Data

Core Beliefs

Intermediate Beliefs

↓ ↓

Rules (“Shoulds”) / Conditional Assumptions (If…then…)

Compensatory Strategies

Automatic Thoughts (meaning of A.T.’s)

↓ ↓

Emotions Behaviors

slide15
Relevant developmental/childhood data

Father: Suicide. Depressed?

Mother: Stays home, overeats. Depressed?

Core Beliefs

“I am unlovable/insignificant/not good enough”

Rules (reflect rigid responsibility & low self-worth)

“I should attend to others”, “I must do for others”

Conditional Assumptions

“If I please others then I am worthwhile”

slide16
Compensatory Strategies

Self-denial; passive; unemotional.

Automatic thoughts (when asked what he wants)

“I want to be a good person” (Contingent on pleasing others?)

“I can’t do this, I can’t”

Emotions & Behaviors

Emotions: Shallow, flat, resigned attitude, unexpressive. Cannot bring himself to feel.

Resentment, bitterness, anger? →“Beached whale”

Behaviors: Does for others even when burdened. Unable to set boundaries.

treatment of gilbert grape
Treatment of Gilbert Grape

What does Gilbert want? How would he like to think, act, feel differently?

Get the “rest of the story”. Strengths? Abilities?

Awareness of his “cognitive set”.

Assess validity & functionality of beliefs and rules.

Evidence, alternative explanations, pros & cons, etc.

Restructure rigid rules & negative core beliefs.

Build new cognitive & behavioral skills.

Use homework and behavioral experiments.

General → Specific; Vague/abstract→ Concrete.

a family systems perspective
A Family Systems Perspective

Presented by Dr. Arlene Weisz

family systems understandings
Family Systems Understandings

There are a number of different models.

We are teaching an integrative approach

allowing the social worker to combine the most relevant parts of different models.

For example, we can look at:

structure

emotional systems

or sequences of interactions

Include a focus on culture and gender

structure
Structure

Are the roles working well for the family at this stage of development?

Who is in charge?

What are the boundaries like between individuals and between the family and the outside world?

emotional systems
Emotional systems

Does the family have some strengths in terms of caring for each other?

How does the family deal with loss and separation?

How does the family deal with conflict and anger?

sequences of interactions
Sequences of interactions

Attempted solutions to mother’s and Arnie’s difficulties—do they really solve the problem?

What constrains people from making changes?

would keep family dynamics in mind
Would keep family dynamics in mind

Whether meeting with whole family

Or Gilbert alone (most motivated for change)

Recognize that changes made by one person affect the whole family system

And that an individual’s behavior makes sense in the context of the system

would try to see the whole family at least once
Would try to see the whole family at least once

Family meetings show the family’s interactions to the social worker

Rather than having an individual describe what happens at home

During sessions, the family can experiment with new interactions with help from the therapist

family meetings would focus on
Family meetings would focus on

Forming an alliance with all of the family members

Observing family interactions in the here and now

Developing goals the whole family can agree on

goals might be to
Goals might be to:

Strengthen the family hierarchy

Teach problem solving

Increase individuality

Help the family face its grief when the time is right

what s eating gilbert grape a psychodynamic perspective on clinical assessment and treatment
“What’s Eating Gilbert Grape?”A Psychodynamic Perspective onClinical Assessment and Treatment

Presented by

Jerrold R. Brandell, Ph.D., BCD

gilbert and the mother of all grapes
Gilbert and the Mother of all Grapes

oedipal victory/object loss

wishes and actions

seedling to grape – instantaneously

gilbert s childhood and adolescence
Gilbert’s childhood and adolescence

what childhood and adolescence?

mirroring, self-calming and self-soothing

who’s the selfobject here, anyway?

Gilbert and Arnie

gilbert and the g f girlfriend
Gilbert and the G.F. (Girlfriend)

girlfriend or dynamic therapist?

the defenses

free association

gilbert s hypothetical treatment
Gilbert’s (hypothetical) treatment

the ‘six-session solution’

psychological growth via the

treatment relationship/”holding environment”

potential pitfalls for the therapist

the process of dynamic therapy
The process of dynamic therapy

making unconscious conscious;“where id was, there ego shall be”

the telling and retelling of the client’s personal narrative

resistance

new adaptations

families at risk
FAMILIES-AT-RISK

FOCUS ON WORK WITH THE FAMILY UNIT

FOSTER FAMILY, ADOPTIVE FAMILY, AT-RISK OF SEPARATION

ADDRESS ISSUES OF POVERTY, INTERACTIONAL STRESSES, DEPRESSION, CHILD MANAGEMENT CHALLENGES, VIOLENCE

IMPROVE FAMILY FUNCTIONING AND DEVELOP RESOURCES

child welfare
CHILD WELFARE

FOCUS ON CHILD/ADOLESCENT AND SOME DIRECT WORK WITH THE FAMILY

SEPARATION FROM FAMILY AND COPING WITH ADJUSTMENT ISSUES, BEHAVIORAL DIFFICULTIES, DEPRESSION/ANXIETY

FACILITATE ADJUSTMENT, FURTHER COPING SKILLS, ASSIST WITH GREIVING, STRENGTHEN ADAPTIVE SKILLS

substance abuse
SUBSTANCE ABUSE

WORK WITH ALCOHOL AND DRUG PROBLEMS; ADDRESS THEIR IMPACT ON THE INDIVIDUAL AND FAMILY/SIGNIFICANT OTHERS

MAY ADDRESS DUAL DIAGNOSIS ISSUES

WORK IN INPATIENT, OUTPATIENT SETTINGS; RANGE OF REHABILITATION MODELS

schools
SCHOOLS

WORK WITH SCHOOL PERSONNEL, TEACHERS, CHILDREN (BOTH REGULAR AND SPECIAL EDUCATION); FAMILY MEMBERS

ASSESS EDUCATIONAL DISABILITIES IN CHILDREN; COMPLETE INTERVENTION PLANS TO FURTHER STUDENT LEARNING

LEAD PSYCHOEDUCATIONAL GROUPS TO FURTHER STUDENT ADJUSTMENT AND EDUCATIONAL SUCCESS

MAY HAVE INVOLVEMENT IN COMMUNITY WORK; DEVELOPING PARTNERSHIPS BETWEEN THE SCHOOL AND THE COMMUNITY

mental health
MENTAL HEALTH

SOCIAL WORK TREATMENT WITH INDIVIDUALS, FAMILIES AND GROUPS; CHILD, ADOLESCENT AND ADULT CLIENTS COPING WITH A RANGE OF PSYCHOSOCIAL DIFFICULTIES

DEVELOP ASSESSMENT SKILLS, CRISIS INTERVENTION SKILLS, TREATMENT SKILLS, GROUP WORK SKILLS, CASE MANAGEMENT/DISCHAARGE PLANNING SKILLS

WORK IN INPATIENT/OUTPATIENT SETTINGS

COMMUNITY MENTAL HEALTH AGENCIES, FAMILY SERVICE AGENCIES, HEALTH MAINTENANCE ORGANIZATIONS (HMO)

health care
HEALTH CARE

WORK WITH THOSE FACING HEALTH-RELATED

DIFFICULTIES

DISABILITY

DEATH

ALL AGE LEVELS AND ALL SOCIAL WORK MODALITIES

SETTINGS INCLUDE HOSPITAL, HOSPICE, HOME CARE AGENCIES

aging gerontology
AGING/GERONTOLOGY

FOCUS ON NEEDS AND CONCERNS OF OLDER ADULTS

ADDRESS AGE-RELATED STRESSORS, LIFE TRANSITIONS, LOSS ISSUES, HEALTH CHANGES