Child abuse treatment assignment

Child abuse treatment assignment

Child abuse treatment assignment: Explore the U.S. Department of Health & Human Services, Administration for Children & Families website, paying specific attention to the sections regarding child abuse.

Review the Child Abuse Treatment Assignment Case Study

Complete the Child Abuse Treatment Plan Template.

Also, do not use APA; but you need to use solid academic writing.

Further, do not submit this assignment to Turnitin.

This assignment meets the following CACREP Standard: 2.F.7.d. Procedures for identifying trauma and abuse and for reporting abuse

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree.
  

  Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
• As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Summary of Case Study

The case study refers to a preschool child, Dawn aged 4 years, who was the victim of child abuse. The student clinician and supervisor reported the abuse to the proper authorities and Dawn was removed from the situation and placed into foster care. Dawn presents with global language delays. Therapy has targeted pragmatic language, social interactions, and increasing verbal utterances. Dawn has a positive relationship with her speech therapy provider and due to the supportive and trusting relationship, this pairing will continue for future speech-language services while she is in foster care.

Treatment

Dawn has experienced trauma or adverse childhood experiences (ACE) and therefore the intervention should be one that considers the needs of this population. Sylvestre et al. (2015) found that, across studies, children who are abused and/or neglected demonstrate delayed language skills when compared to their peers. Dawn is young, aged 4, and the studies reviewed by Sylvetre et al. (2015) have also shown that the younger the child is when exposed to trauma, the bigger the negative impact the on language development. When providing intervention or treatment to children who have a history of ACE, the National Scientific Council on the Developing Child (NSCDC) recommends that the adults working with the child should keep certain positive and supportive mindsets, such as viewing the child as one who is trying hard to communicate (NSCDC, 2004). The speech-language therapist working with a child with a history of ACE should also learn to de-escalate situations and avoid re-traumatizing the child by providing a supportive presence to help the child feel safe so that they can be ready to learn (NSCDC, 2004). Building a supportive and trusting relationship with an adult helps to protect the child from the physical effects of the ongoing stress, such as their body’s stress response system becomes hyper-sensitive which increases the fight-flight-or-freeze response (De Bellis & Zisk, 2014; NSCDC, 2004). The intervention team for Dawn is providing this by maintaining continuity of care with a therapy provider in which she has built a positive and supportive relationship.

In order to increase communication skills a treatment option should be one that is responsive to Dawn’s emotional needs and one that targets multiple areas of language development. Milieu communication training (MCT) is an evidence based intervention used to increase early language behaviors in young children. This intervention method is also known as incidental teaching, mand-modeling, as well as milieu teaching (Gilbert, 2008). This intervention increases functional communicative acts, but also increases the client’s desire or motivation to intentionally communicate with others. As Dawn has previously demonstrated positive results with techniques such as the therapist feigning ignorance in order for her to produce verbal language, MCT should be explored across other environments and with other caregivers.

The principle components of MCT have been investigated by Yoder and colleagues (e.g., Yoder & Stone, 2006; Yoder & Warren, 1998, 1999a, 1999b, 2001, 2002), which are that the intervention be carried out in typical or familiar environments often with highly preferred toys or activities. The environment in which the MCT takes place is arranged to promote communicative exchanges or interaction from the client. The child-led initiation in the environment with the clinician followed interaction is key. Within MCT the clinician builds upon routines that the child may enjoy, utilize expectant waiting to encourage spontaneous communicative acts from the child, and will reward the child’s responses with access to or interaction with a desired toy or activity upon the production of verbal behavior and/or social interaction. The communicative acts are shaped and built upon over time. Data taken within MCT observes the frequency and complexity of the communicative acts produced by the child.

This technique is not only appropriate in a clinical setting but is more beneficial when taught to caregivers to increase verbal behavior and complexity in their child across environments (Kaiser & Roberts, 2013). With training from the clinician, there was a noted increase in parent or caregiver prompted communicative acts across environments in a heterogeneous group of children with a wide range of developmental disabilities. This finding is important as it suggests that MCT is beneficial for a wide range of children with developmental delays, i.e. Down Syndrome, developmental language disorder, autism, and beneficial as a program to be carried over with training from the clinician. This article does not target the population of children with a history of ACE, such as Dawn, but children with intellectual disabilities and autism. Dawn’s communication deficits are similar to those within these populations, such as reduced pragmatic language similar to children with autism and reduced verbal expression similar to children with intellectual disabilities. Another difference is that the article utilized parents and Dawn has been removed from her parents’ care. This may or may not be an effective intervention when utilizing Dawn’s recently introduced foster parents.

Case Study: Marisa Name: Marisa Demographics Marisa is an 11-year-old Hispanic-American female. Marisa is in the 7th grade at a local school. She lives with her biological mother and her stepfather. Marisa has three siblings: one brother and two sisters. Marisa is the oldest child. Marisa’s biological father is inconsistently in her life, and visits with her a couple of times a year. He lives in the same city as Marisa, but doesn’t seem to hold a job long enough for her mother to collect child support. Marisa is the only child from her mother’s first marriage; her siblings were born during her mother’s current marriage. Treatment History Marisa has been to therapy “a couple of times” when she was 6 years old. Marisa’s mother reports that she (mother) has always had difficulty “managing Marisa’s behavior.” Current Treatment Marisa reports that she visits her school counselor sometimes. Current Medical N/A Current Disposition Marisa’s mother has brought Marisa into your office seeking counseling for oppositional behavior. Marisa’s mother reports “Marisa is so disrespectful; she talks back, yells at me, and just won’t do what she is told.” While you are talking with Marisa and her mother they describe a recent argument. Marisa reports that her mother “slapped me” during the argument. Marisa’s mother reports, “She hit me; I had to do something.” As you tell Marisa and her mother that you are a mandatory reporter and start describing what that means, Marisa’s mother gets upset and leaves the office, taking Marisa with her. Notes Due to the intake paperwork, you have the family’s address and demographic information. © 2014. Grand Canyon University. All Rights Reserved. PCN-545 Treatment Plan Template Directions: Complete the treatment plan template for the case study of Marisa. An example has been provided for you. Once the table is completed, address the questions listed below the table. Your response to each question should be 100-125 words. You must cite the specific legal standards of the state in which you plan to practice when answering the questions. Example: Date When was this goal created? Problem Statement In the clients own words : “I want to worry less” Goal In clinical words, what will it look like by the end of treatment? Relate back to the problem statement. Client will reduce worry from daily to weekly Objective What methods of treatment and frequency will you use to achieve treatment goals? Weekly talk therapy meetings. Weekly DBT Length of Service How long will treatment be? Client will attend individual therapy for 8 weeks; client will attend group therapy for 13 © 2014. Grand Canyon University. All Rights Reserved. Goal Date When will this particular goal be achieved? Client reduce worry from daily to weekly by 3/15/17 Client Name: Date Problem Statement Goal Objective Length of Service Client Signature and Date Counselor Signature and Date © 2014. Grand Canyon University. All Rights Reserved. Goal Date 1. At what point will you report Marisa’s situation to the state? (use the state in which you plan to practice) 2. If you were to report the situation, where would you report it (e.g., agency/organization)? Why? © 2014. Grand Canyon University. All Rights Reserved.

CNL-545 Child Abuse Treatment Case Study: Marisa Name: Marisa Demographics Marisa is an 11-year-old Hispanic-American female. Marisa is in the 7th grade at a local school. She lives with her biological mother and her stepfather. Marisa has three siblings: one brother and two sisters. Marisa is the oldest child. Marisa’s biological father is inconsistently in her life, and visits with her a couple of times a year. He lives in the same city as Marisa but doesn’t seem to hold a job long enough for her mother to collect child support. Marisa is the only child from her mother’s first marriage; her siblings were born during her mother’s current marriage. Treatment History Marisa has been to therapy “a couple of times” when she was 6 years old. Marisa’s mother reports that she (mother) has always had difficulty “managing Marisa’s behavior.” Current Treatment Marisa reports that she visits her school counselor sometimes. Current Medical N/A Current Disposition Marisa’s mother has brought Marisa into your office seeking counseling for oppositional behavior. Marisa’s mother reports “Marisa is so disrespectful; she talks back, yells at me, and just won’t do what she is told.” While you are talking with Marisa and her mother, they describe a recent argument. Marisa reports that her mother “slapped me” during the argument. Marisa’s mother reports, “She hit me; I had to do something.” As you tell Marisa and her mother that you are a mandatory reporter and start describing what that means, Marisa’s mother gets upset and leaves the office, taking Marisa with her. Notes Due to the intake paperwork, you have the family’s address and demographic information. © 2019. Grand Canyon University. All Rights Reserved. CNL-545 Treatment Plan Template Directions: Complete the treatment plan template for the case study of Marisa. An example has been provided for you. Once the table is completed, address the questions listed below the table. Your response to each question should be 100-125 words. You must cite the specific legal standards of the state in which you plan to practice when answering the questions. Example: Date When was this goal created? Problem Statement In the clients own words : “I want to worry less.” Goal In clinical words, what will it look like by the end of treatment? Relate back to the problem statement. Client will reduce worry from daily to weekly Objective What methods of treatment and frequency will you use to achieve treatment goals? Weekly talk therapy meetings. Weekly DBT Length of Service How long will treatment be? Client will attend individual therapy for 8 weeks; client will attend group therapy for 13 © 2019. Grand Canyon University. All Rights Reserved. Goal Date When will this particular goal be achieved? Client reduce worry from daily to weekly by 3/15/17 Client Name: Date Problem Statement Goal Objective Length of Service Client Signature and Date Counselor Signature and Date © 2019. Grand Canyon University. All Rights Reserved. Goal Date 1. At what point will you report Marisa’s situation to the state? (use the state in which you plan to practice) 2. If you were to report the situation, where would you report it (e.g., agency/organization)? Why? © 2019. Grand Canyon University. All Rights Reserved.

PCN-545 Treatment Plan Template Directions: Complete the treatment plan template for the case study of Marisa. An example has been provided for you. Once the table is completed, address the questions listed below the table. Your response to each question should be 100-125 words. You must cite the specific legal standards of the state in which you plan to practice when answering the questions. Example: Date When was this goal created? Problem Statement In the clients own words : “I want to worry less” Goal In clinical words, what will it look like by the end of treatment? Relate back to the problem statement. Client will reduce worry from daily to weekly Objective What methods of treatment and frequency will you use to achieve treatment goals? Weekly talk therapy meetings. Weekly DBT Length of Service How long will treatment be? Client will attend individual therapy for 8 weeks; client will attend group therapy for 13 © 2014. Grand Canyon University. All Rights Reserved. Goal Date When will this particular goal be achieved? Client reduce worry from daily to weekly by 3/15/17 Client Name: Date Problem Statement Goal Objective Length of Service Client Signature and Date Counselor Signature and Date © 2014. Grand Canyon University. All Rights Reserved. Goal Date 1. At what point will you report Marisa’s situation to the state? (use the state in which you plan to practice) 2. If you were to report the situation, where would you report it (e.g., agency/organization)? Why? © 2014. Grand Canyon University. All Rights Reserved. Case Study: Marisa Name: Marisa Demographics Marisa is an 11-year-old Hispanic-American female. Marisa is in the 7th grade at a local school. She lives with her biological mother and her stepfather. Marisa has three siblings: one brother and two sisters. Marisa is the oldest child. Marisa’s biological father is inconsistently in her life, and visits with her a couple of times a year. He lives in the same city as Marisa, but doesn’t seem to hold a job long enough for her mother to collect child support. Marisa is the only child from her mother’s first marriage; her siblings were born during her mother’s current marriage. Treatment History Marisa has been to therapy “a couple of times” when she was 6 years old. Marisa’s mother reports that she (mother) has always had difficulty “managing Marisa’s behavior.” Current Treatment Marisa reports that she visits her school counselor sometimes. Current Medical N/A Current Disposition Marisa’s mother has brought Marisa into your office seeking counseling for oppositional behavior. Marisa’s mother reports “Marisa is so disrespectful; she talks back, yells at me, and just won’t do what she is told.” While you are talking with Marisa and her mother they describe a recent argument. Marisa reports that her mother “slapped me” during the argument. Marisa’s mother reports, “She hit me; I had to do something.” As you tell Marisa and her mother that you are a mandatory reporter and start describing what that means, Marisa’s mother gets upset and leaves the office, taking Marisa with her. Notes Due to the intake paperwork, you have the family’s address and demographic information. © 2014. Grand Canyon University. All Rights Reserved.

PCN-545 Treatment Plan Template

Directions: Complete the treatment plan template for the case study of Marisa. An example has been provided for you. Once the table is completed, address the questions listed below the table. Your response to each question should be 100-125 words. You must cite the specific legal standards of the state in which you plan to practice when answering the questions.

Example:

Client Name: <Enter Client name>