Socw 6111 Week 9 Interventions With Adolescents

Socw 6111 Week 9 Interventions With Adolescents essay assignment

Socw 6111 Week 9 Interventions With Adolescents essay assignment

When working with adolescents, social workers must understand the difference between acceptable developmental behaviors and unacceptable risky behaviors. Developmental consideration should always be at the forefront when assessing and working with an adolescent. While adolescents present with many varied concerns and situations, two leading issues prevail: their relationship with their parents or guardians and their experiences with their peers. Both groups impact the adolescent’s sense of self and influence the individual’s mental and emotional health. Finally, navigating the 21st century as an adolescent in the digital age can be both exciting and overwhelming. Now, more than ever, adolescents are bombarded with media and technology that can stimulate the mind but sometimes cause harm.

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Learning Objectives

Students will:

• Analyze online interventions for adolescents
• Analyze interventions for adolescent depression and suicide
• Apply interventions for adolescent depression and suicide

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

LeCroy, C. W., & Williams, L. R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence- informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Bradley Family (pp. 17–19)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Working With Families: The Case of Brady (pp. 26–28)

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Centers for Disease Control and Prevention. (2018). Youth violence. Retrieved from https://www.cdc.gov/violenceprevention/youthviolence/index.html

Austin, A., Craig, S. L., & D’Souza, S. A. (2018). An AFFIRMative cognitive behavioral intervention for transgender youth: Preliminary effectiveness. Professional Psychology: Research And Practice, 49(1), 1-8.

Lindsey, M. A., Brown, D. R., & Cunningham, M. (2017). Boys do(n’t) cry: Addressing the unmet mental health needs of African American boys. American Journal Of Orthopsychiatry, 87(4), 377-383.

Required Media

Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Discussion 1: Online Interventions

Adolescence is a time of trials and tribulations. Teens are dealing with the formation of self and identifying who they are in the world. They are also experiencing biological changes that create mood swings and at times emotional outbursts. Interventions for this group can be challenging, as adolescents often avoid asking for assistance. This avoidance is due to their desire to look normal and fit in. Online interventions might be one way to reach adolescents who need help.

For this Discussion, choose a concern that adolescents face, such as depression, suicide, self-esteem, eating disorders, substance abuse, or family dynamics and family conflict. Conduct research to find an online intervention that addresses this concern.

By Day 3

Post a description of an Internet-based intervention used with adolescents to address the concern you identified. Describe the intervention and the underlying theory. Identify the target behaviors that this intervention is used to address. Finally, describe the strengths and weaknesses of the intervention.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

By Day 5

Respond to at least two colleagues who identified a different internet-based intervention and provide feedback and/or expand on their post in some way.

Sara Hale RE: Discussion 1 – Week 9

Depression is one of the many leading causes experienced in adolescents. Twenty percent of all adolescents will experience a depressive episode by age 18, with potential adverse impacts on educational attainment, interpersonal relationships, and behavioral health (including increased risk of substance abuse, future depressive episodes, and suicide (Curry et. Al). Internet-based intervention found was Competent Adulthood Transition with Cognitive Behavioral Humanistic and Interpersonal Training (CATCH-IT). (CATCH-IT), is used to evaluate a self-guided online approach to depression prevention and are conducting a randomized clinical trial comparing CATCH-IT to a general health education Internet intervention (Gladstone TG et, al 2015)

The CATCH-IT is a preventive intervention is a primary care and resources, technology-based depression prevention program targeting adolescents who are at risk for depressive illness (Tracy R. G. Gladstone, Ph.D. 2014). The CATCH-IT program includes 14 web modules that teach strategies from behavioral activation, cognitive behavioral therapy, and interpersonal psychotherapy to strengthen protective factors and reduce vulnerability to depressive disorder. It helps children decrease their depressive symptoms and disorders (Tracy R. G. Gladstone, Ph.D. 2014).

The target behaviors and adolescents they try and reach are those who are expressing pre-depression, depressed moods, those who have been diagnosed and symptoms are also present. This internet prevention is a module which is supposed to help adolescents along the way to alleviate these pre-depressive symptoms of depression and catch it early on.

A strength that was reported was that the completion rate was between 24% to 85%, and it was not necessary to complete the entire intervention for positive benefits to emerge (Merry  SN. 2013).  CATCH-IT allows for adolescents to maintain a track of how they want to complete the modules and provides a level of privacy so they won’t feel labeled.  A Weakness of the intervention I would say is that if they feel they don’t need to complete the whole module and stop mid-way.

References

Curry J, Rohde P, Simons A, Silva S, Vitiello B, Kratochvil C, et al. Predictors and moderators of acute outcome in the Treatment for Adolescents with Depression Study (TADS). J Am Acad Child Adolesc Psychiatry. 2006;45:1427–39.

Merry  SN.  Preventing depression in adolescents: time for a new approach?  JAMA Pediatr. 2013;167(11):994-995. doi:10.1001/jamapediatrics.2013.2862

Tracy R. G. Gladstone, Ph.D. 2014 https://www.wcwonline.org/2014/preventing-depression-in-at-risk-adolescents-the-catch-it-intervention-program-4-24-seminar.

Gladstone TG, Marko-Holguin M, Rothberg P, Nidetz J, Diehl A, DeFrino DT, Harris M, Ching E, Eder M, Canel J, Bell C, Beardslee WR, Brown CH, Griffiths K, Van Voorhees BW.Trials. 2015 May 1;16:203. doi: 10.1186/s13063-015-0705-2.  An internet-based adolescent depression preventive intervention: study protocol for a randomized control trial.