Group therapy is one of the most successful interventions for adolescents. This is because of the nature of this stage of development and the need to belong to a group. Hearing the stories of other teens and knowing that their experiences and feelings are similar is very therapeutic. Another characteristic of the adolescent stage is a short attention span, so the clinical social worker should tailor exercises that initiate and sustain discussion for adolescents.

For this Assignment, watch the “Bradley” video.

In a 2- to 4-page paper, identify two opening exercises that you might recommend for a group of adolescent girls who were victims of human trafficking.

• Describe the exercises in detail so that another social worker would be able to implement them.
• Explain ways these exercises might be effective in creating a comfortable environment for these teenage girls.
• Support your rationale with the literature. For example, what does the literature say about teenage girls who have been arrested for prostitution/human trafficking and who openly discuss their experiences?
• How do these exercises promote group cohesion and encourage these teens to talk openly?

Required Media

Laureate Education. (Producer). (2013a). Bradley (Episode 1) [Video file]. In Sessions. Baltimore, MD: Producer. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 2 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.

Recommended Resources

Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 3 “Assessment of Adolescents”
Chapter 4 “Intervention with Adolescents”

Bradley Family Episode 1 Program Transcript THERAPIST: First off, Tiffany, I want you to know how really glad we are that you’re here. There’s a lot that we do here that I think would be very good for you. Can I tell you about them? TIFFANY: Sure. THERAPIST: One of the services that I’m really excited about is the Teens First program we offer. It’s been open a little less than a year, but it’s already doing great things. TIFFANY: What does it do? THERAPIST: Well, it’s really the only organization of its kind. It provides treatment to women who’ve been in your type of situation. That’s the only group we treat. TIFFANY: My situation? Why don’t you just say what you mean? I’m a whore. THERAPIST: That’s just it, Tiffany. We don’t see you that way. Young women who’ve been arrested for prostitution, we see them as victims of human trafficking. You’re not a criminal. You’re a survivor. TIFFANY: I don’t understand why I have to be here. I was fine where I was. I want to go back with my boyfriend. THERAPIST: The one named Donald? TIFFANY: Yeah. THERAPIST: You said he was acting as your pimp. You said he bought you from someone else. Is that what a boyfriend does? TIFFANY: I think it’s great you have all these services. But I don’t need them. THERAPIST: Well, that’s something that I definitely want you to talk to me about over the next several weeks. The plan is for you and I to meet alone a couple times a week. And we’ll also meet in a group with some other young women like yourself. TIFFANY: There’s no one like me. ©2013 Laureate Education, Inc. 1                  Bradley Family Episode 1 THERAPIST: You’re right. There is no one like you. I just meant other young women who’ve gone through similar experiences. You also get three meals a day. They’re pretty good, actually. Healthy. And a room to sleep in. And then there’s a case manager who will talk to you about jobs, going back to school, what you might want to do for a living. It’s really a great opportunity. TIFFANY: I want to go to college. Design clothes. THERAPIST: Well, that’s great. I think that sounds really, really good. So do you want to see your room?

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

University of Phoenix Material

Philosophy and Arts Worksheet

Take no more than three sentences to answer the following questions (15 pts):

· What is the primary Freudian influence evident in Figure 33.2?

· Describe the difference between expressionism and abstract expressionism.

· Explain how Dada might be reflective of the change in society as a result of science opposed to psychology.

· What is one primary similarity and one primary difference between the dance of Martha Graham and Merce Cunningham?

· Review Figure 33.2. Provide three attributes of the painting that reflect the expressionist movement.

Essay question – answer the following question in no more than 525 words (5 pts). Use proper APA citations.

· What are the similarities and differences of readings 33.2 and 33.3? Cite specific examples from each to support your answer.

https://prezi.com/y4yylkq99qmw/chapter-33-the-freudian-revolution/

please on the link you will find the figures 33.2 and 33.3

the first figure on the slide “scream” and the second “berlin…” respectively

356

CHAPTER 32 The Modernist Assault

The Humanistic Tradition, Book 6: Modernism, Postmodernism, and the Global Perspective, 7e

T. S. Eliot

No English-speaking poet advanced the Modernist agenda more powerfully than the American-born writer T. S. (Thomas Stearns) Eliot (1888–1965). Meeting Pound in 1914, Eliot joined him in the effort to rid modern poetry of romantic sentiment. He held that poetry must seek the ver- bal formula or “objective correlative” (as he called it) that gives precise shape to feeling. Eliot’s style soon became notable for its inventive rhythms, irregular cadences, and startling images, many of which draw on personal reminis- cences and obscure literary resources.

Educated at Harvard University in philosophy and the classics, Eliot was studying at Oxford when World War I broke out. He remained in England after the war, becom- ing a British citizen in 1927 and converting to the Anglican faith in the same year. His intellectual grasp of modern philosophy, world religions, anthropology, and the classical literature of Asia and the West made him the most erudite literary figure of his time.

Begun in 1910, Eliot’s poem “The Love Song of J. Alfred Prufrock” (reproduced here in full) captures the wan- ing idealism that pervaded the years leading up to World War I. The “love song” is actually the dramatic monologue of a timid, middle-aged man who has little faith in himself or his capacity for effective action. Prufrock’s cynicism anticipated the disillusion and the sense of impotence that marked the postwar generation (discussed in greater detail in chapter 34).

READING 32.2 Eliot’s “The Love Song of J. Alfred Prufrock” (1915)

S’io credesse che mia risposta fosse A persona che mai tornasse al mondo, Questa fiamma staria senza piu scosse. Ma perciocche giammai di questo fondo Non torno vivo alcun s’i’odo il vero, Senza tema d’infamia ti rispondo.1

Let us go then, you and I, 1 When the evening is spread out against the sky Like a patient etherised upon a table; Let us go, through certain half-deserted streets,

The muttering retreats 5 Of restless nights in one-night cheap hotels And sawdust restaurants with oyster-shells: Streets that follow like a tedious argument

Of insidious intent To lead you to an overwhelming question . . . 10 Oh, do not ask, “What is it?” Let us go and make our visit.

1 LinesfromDante’s“Inferno,”Canto27,61–66,spokenbyGuido da Montefeltro, who was condemned to Hell for the sin of false counseling. In explaining his punishment to Dante, Guido is still apprehensive of the judgment of society.

2

In the room the women come and go Talking of Michelangelo.

The yellow fog that rubs its back upon the window-panes, 15 The yellow smoke that rubs its muzzle on the window-panes Licked its tongue into the corners of the evening, Lingered upon the pools that stand in drains,

Let fall upon its back the soot that falls from chimneys, Slipped by the terrace, made a sudden leap, 20 And seeing that it was a soft October night, Curled once about the house, and fell asleep.

And indeed there will be time For the yellow smoke that slides along the street, Rubbing its back upon the window-panes; 25 There will be time, there will be time To prepare a face to meet the faces that you meet; There will be time to murder and create, And time for all the works and days of hands2 That lift and drop a question on your plate; 30 Time for you and time for me, And time yet for a hundred indecisions, And for a hundred visions and revisions, Before the taking of a toast and tea.

In the room the women come and go 35 Talking of Michelangelo.

And indeed there will be time To wonder, “Do I dare?” and, “Do I dare?” Time to turn back and descend the stair, With a bald spot in the middle of my hair— 40 (They will say: “How his hair is growing thin!”) My morning coat, my collar mounting firmly to the chin, My necktie rich and modest, but asserted by a simple pin— (They will say: “But how his arms and legs are thin!”) Do I dare 45 Disturb the universe? In a minute there is time For decisions and revisions which a minute will reverse.

For I have known them all already, known them all— Have known the evenings, mornings, afternoons, 50 I have measured out my life with coffee spoons; I know the voices dying with a dying fall Beneath the music from a farther room.

So how should I presume?

And I have known the eyes already, known them all— 55 The eyes that fix you in a formulated phrase, And when I am formulated, sprawling on a pin, When I am pinned and wriggling on the wall,

Then how should I begin To spit out all the butt-ends of my days and ways? 60

And how should I presume?

An ironic allusion to the poem “Works and Days” by the eighth- century B.C.E. poet Hesiod, which celebrates the virtues of hard labor on the land.

8

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Helen Petrakis

Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.

Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.

Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community. Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husband and kids, she wanted the helper to come in more often, but John said they could not afford it. The money they now pay to the helper is coming out of the couple’s vacation savings. Caring for Magda makes Helen think she is failing as a wife and mother because she no longer has time to spend with her husband and children. 14 Helen spoke to her husband, John (the family decision maker), and they agreed to have Alec (their son) move in with Magda (his grandmother) to help relieve Helen’s burden and stress. John decided to pay Alec the money typically given to Magda’s helper. This has not decreased the burden on Helen since she had to be at the apartment at least once daily to intervene with emergencies that Alec is unable to manage independently. Helen’s anxiety has increased since she noted some of Magda’s medications were missing, the cash box was empty, Magda’s checkbook had missing checks, and jewelry from Greece, which had been in the family for generations, was also gone. Helen comes from a close-knit Greek Orthodox family where women are responsible for maintaining the family system and making life easier for their husbands and children. She was raised in the community where she currently resides. Both her parents were born in Greece and came to the United States after their marriage to start a family and give them a better life. Helen has a younger brother and a younger sister. She was responsible for raising her siblings since both her parents worked in a fishery they owned. Helen feared her parents’ disappointment if she did not help raise her siblings. Helen was very attached to her parents and still mourns their loss. She idolized her mother and empathized with the struggles her mother endured raising her own family. Helen reports having that same fear of disappointment with her husband and children.

Employment History: Helen has worked part time at a hospital in the billing department since graduating from high school. John Petrakis owns a Greek souvenir shop in town and earns the larger portion of the family income. Alec is currently unemployed, which Helen attributes to the poor economy. Dmitra works as a sales consultant for a major department store in the mall. Althima is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant. During town events, Dmitra and Althima help in the souvenir shop when they can.

Social History: The Petrakis family live in a community centered on the activities of the Greek Orthodox Church. Helen has used her faith to help her through the more difficult challenges of not believing she is performing her “job” as a wife and mother. Helen reports that her children are religious but do not regularly go to church because they are very busy. Helen has stopped going shopping and out to eat with friends because she can no longer find the time since she became a caretaker for Magda. Mental

Health History: Helen consistently appears well groomed. She speaks clearly and in moderate tones and seems to have linear thought progression—her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. More recently, Helen is overwhelmed by thinking she is inadequate. She stopped socializing and finds no activity enjoyable. In some situations in her life, she is feeling powerless. 15 Educational History: Helen and John both have high school diplomas. Helen is proud of her children knowing she was the one responsible in helping them with their homework. Alec graduated high school and chose not to attend college. Dmitra attempted college but decided that was not the direction she wanted. Althima is an honors student at a local college.

Medical History: Helen has chronic back pain from an old injury, which she manages with acetaminophen as needed. Helen reports having periods of tightness in her chest and a feeling that her heart was racing along with trouble breathing and thinking that she might pass out. One time, John brought her to the emergency room. The hospital ran tests but found no conclusive organic reason to explain Helen’s symptoms. She continues to experience shortness of breath, usually in the morning when she is getting ready to begin her day. She says she has trouble staying asleep, waking two to four times each night, and she feels tired during the day. Working is hard because she is more forgetful than she has ever been. Helen says that she feels like her body is one big tired knot.

Legal History: The only member of the Petrakis family that has legal involvement is Alec. He was arrested about 2 years ago for possession of marijuana. He was required to attend an inpatient rehabilitation program (which he completed) and was sentenced to 2 years’ probation. Helen was devastated, believing John would be disappointed in her for not raising Alec properly. Alcohol and Drug Use History: Helen has no history of drug use and only drinks at community celebrations. Alec has struggled with drugs and alcohol since he was a teen. Helen wants to believe Alec is maintaining his sobriety and gives him the benefit of the doubt. Alec is currently on 2 years’ probation for possession and has recently completed an inpatient rehabilitation program. Helen feels responsible for his addiction and wonders what she did wrong as a mother.

Strengths: Helen has a high school diploma and has been successful at raising her family. She has developed a social support system, not only in the community but also within her faith at the Greek Orthodox Church. Helen is committed to her family system and their success. Helen does have the ability to multitask, taking care of her immediate family as well as fulfilling her obligation to her mother-in-law. Even under the current stressful circumstances, Helen is assuming and carrying out her responsibilities.

John Petrakis: father, 60 years old

Helen Petrakis: mother, 52 years old

Alec Petrakis: son, 27 years old

Dmitra Petrakis: daughter, 23 years old

Althima Petrakis: daughter, 18 years old

Magda Petrakis: John’s mother, 81 years old

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

I need a paper written. I need it in 5 days.

Sometimes, during heated discussions and debates about social policy, the underlying reasons for the policy go unnoticed. Advocates and policymakers may become so committed to their perspectives and to winning the debates that they lose focus on the larger context surrounding an issue. The purpose of policy is to improve the lives and well-being of individuals and groups in our society. As you assume the role of a social work policymaker, consider the importance of keeping the needs and experiences of vulnerable populations at the forefront of your mind in your advocacy efforts. This can help to assure effective policy practice.

For this Assignment, you will analyze a state, federal, or global social welfare policy that affects an at-risk, marginalized, oppressed, underrepresented, or over looked group population. Finally, consider the impact of social policy from the perspective of the group you selected.

By Day 7

Assignment (5-7 double-spaced pages, APA format). In addition to a minimum of eight scholarly references, which may include electronic government documents and reputable websites, your paper should include:

• A description of the current policy approach for addressing the social issue you selected
• A description of the current policy goals for addressing the social issue you selected
• A description of the population the current policy approach covers
• An explanation of the funding levels for the current policy approach and whether they are sufficient to address the issue
• An explanation of how this policy may affect at-risk, marginalized, underrepresented, overlooked, or oppressed populations. Identify a specific at-risk population.
• An analysis of whether or not the policy meets the needs of the population groups most affected by the policy.
• Recommendations for alternative policies that would address the gaps identified in the policy. Please be specific in recommendations.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

PART A

This is a Collaborative Learning Community assignment

A group of seven individuals embarked on a weeklong cruise aboard a chartered luxury yacht. On the third day, a severe storm caused the yacht to run aground on a deserted island. Aside from minor scratches and bruises, all crew and passengers escaped serious injury. Unfortunately, the yacht was damaged beyond repair. Furthermore, the yacht’s only radio was damaged. It can receive messages but can no longer transmit messages. After several days, they hear over the radio that the effort to locate and rescue them had been abandoned. The group is presumed dead. The island is uninhabited. There is sufficient vegetation and fresh water to sustain them indefinitely. Despite the outside world’s assumption that they are dead, the group has resolved to find a way to return home. In the meantime, they must prepare for a life together on the island.

Use the file titled “Selecting a Leader” to complete the following:

1. Individually rank the applicants and report your ranking to the group with one to four sentences explaining how you determined your ranking.

2. As a group, come to consensus as to a ranking of the applicants using one to four sentences for each applicant. Be sure to present your reasoning based on criteria established by the group.

Select one member of the CLC to submit your paper.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

Attachments

PART B

PLEASE SEE THE ATTACHMENT

LEADERSHIP PAPER

For this paper, you will select a multicultural leader and discuss their leadership. After selecting a leader, write a 1,250-1,500-word paper addressing the following:

1. Trait Leadership Theory identifies and prescribes individual characteristics and behaviors needed for effective leadership. Provide a brief bio and overview of the leader you chose and discuss the traits they possess that make them an effective leader.

2. Styles Leadership Theory describes a collection of specific behaviors that can be categorized into autocratic, democratic, or laissez-faire leadership styles. Select the style that most appropriately describes the leader you chose and explain why this style most accurately reflects your leader.

3. Power can stem from either one’s position or personal characteristics. Describe the types of power the leader uses to help achieve goals.

4. Multicultural leaders relate effectively to and motivate people across race, gender, age, social attitudes and lifestyles. How has the leader you’ve selected effectively motivated their audience?

You must use a minimum of five cited and referenced sources.

You are required to submit this assignment to LopesWrite.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!