Sexual violence, though pervasive, is preventable. One way is through bystander intervention. You may have heard the post-9/11 phrase, If you see something, say so
Sexual violence, though pervasive, is preventable. One way is through bystander intervention. You may have heard the post-9/11 phrase, “If you see something, say something,” which calls on the public to identify suspicious activities or potential terrorism. The same applies here.
Discussion 10
SEXUAL VIOLENCE AND BYSTANDER INTERVENTION
Sexual violence, though pervasive, is preventable. One way is through bystander intervention. You may have heard the post-9/11 phrase, “If you see something, say something,” which calls on the public to identify suspicious activities or potential terrorism. The same applies here.
Bystanders, if they intervene, can play a key role in deflecting intended sexual violence from occurring. But it can be difficult for bystanders to know what to say, or how to act, in situations where they suspect someone may be at risk. Additionally, being a bystander has its own set of psychological consequences, as they bear indirect or direct witness to trauma.
For this Discussion, you view a video case in which the circumstances for a potential act of sexual violence are put in motion. You analyze the bystander behavior in the video and the possible effects of sexual violence on survivors and bystanders.
RESOURCES
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
TO PREPARE:
· Review the Learning Resources on sexual assault, dating violence, and bystander intervention. Focus on the theories of bystander intervention described in the assigned journal articles.
· Watch the Johnson Family video case study.
· Consider the behavior of the people in the video, paying particular attention to a bystander’s decision whether to intervene.
BY DAY 3
Apply one bystander intervention theory to the behavior of those exhibited in the video. Then, describe a scenario in which a bystander could have influenced this scenario in a different way. Please use the Learning Resources to support your application of theory.
BY DAY 6
Respond to two colleagues by explaining the possible psychological effects experienced by both sexual violence survivors and bystanders.
References
· Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 9, “Gender, Gender Identity, Gender Expression, and Sexism” (pp. 410–454) (Review)
· Debnam, K. J., & Mauer, V. (2021). Who, when, how, and why bystanders intervene in physical and psychological teen dating violenceLinks to an external site. . Trauma, Violence & Abuse, 22(1), 54–67. https://doi.org/10.1177/1524838018806505
· Leone, R. M., Haikalis, M., Parrott, D. J., & DiLillo, D. (2018). Bystander intervention to prevent sexual violence: The overlooked role of bystander alcohol intoxicationLinks to an external site. . Psychology of Violence, (5), 639–647. https://doi.org/10.1037/vio0000155
· Gale, L. (2019, June 14). Biopsychosocial-spiritual assessment: An overviewLinks to an external site. . Social Work Practice & Skill. https://www.ebsco.com/sites/g/files/nabnos191/files/acquiadam-assets/Social-Work-Reference-Center-Skill-Biopsychosocial-Spiritual-Assessment.pdf
· Note: Read pages 1–2.
· Document: Biopsychosocial Assessment Template Download Biopsychosocial Assessment Template (Word document)
media
· Walden University, LLC. (2013–2021). Johnson family (Episode 1) [Video]. Walden University Blackboard. https://waldenu.instructure.com
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1
Biopsychosocial Assessment
Student Name
Walden University
SOCW 6200: Human Behavior and the Social Environment I
Instructor Name
Month XX, 202X
Biopsychosocial Assessment
Name:
Date:
Agency:
Demographic Information
Age:
Ethnicity:
Marital Status:
Date of Birth:
Presenting Issue(s)
This section should include the client’s self-assessment of the problems, reasons, or motivations for seeking treatment, as well as the onset, duration, intensity, and frequency of precipitating stressors or symptoms (in the client’s own words).
Referral Source
State who and/or what entity referred the individual for treatment. Also specify whether information was gathered from previous treatment records, court documents, etc.
Current Living Situation
Describe the client’s current living situation, including any of the following: others living in the home, dependents, employment or disability status, insurance, transportation, and daily living skills.
Birth and Developmental History
This section should include prenatal, birth, and early development history, including information about infancy, childhood, and early adolescence. Describe family of origin—parents, siblings, extended family; geographic, cultural, and spiritual factors of early development; and any history of abuse or trauma.
School and Social Relationships
This section should contain information about social development, particularly in the context of school and peer group experiences. Include current and past friendships, educational history (school attended, performance, education level, and extracurricular activities), and military history (if applicable).
Family Members and Relationships
Identify family members and relationship dynamics, as well as interpersonal/marital history. Include age of involvement in relationships, sexual orientation, length of relationships, relationship patterns or problems, and partner’s age/occupation (if applicable).
Health and Medical Issues
This section includes medical history and current physical health, mental status, history of psychiatric illness and previous treatment, and substance use history.
Medical History and Physical Health
State any history of traumatic injuries, chronic health problems, current illnesses, current health status, allergies, medications and vitamins/supplements, health habits (appetite, sleep, exercise, nicotine, alcohol, illicit drugs), sexual functioning, and risk behaviors.
Mental Status
Describe relevant observations about attitude, affect, mood, and appearance; memory, cognition, thought process, and speech; judgment, homicidal/suicidal ideation, and hallucinations/delusions.
History of Psychiatric Illness and Previous Treatment
Include previous mental health diagnoses, inpatient or outpatient treatment, and history of self-injury, suicide attempt, or suicidal ideation. Include history of aggression, violence, or homicidal ideation.
Substance Use History
State the type of substance use, onset, duration, pattern of use, and involvement in treatment.
Spiritual and Cultural Development
Describe the client’s spiritual beliefs and activities, including past and current involvement in organized religion and faith-based services and programs. Record cultural factors, such as cultural background, beliefs, and practices, that are relevant to assessment and treatment.
Social, Community, and Recreational Activities
Record leisure activities, involvement in the community, and available social supports.
Client Strengths, Capacities, and Resources
List the client’s personal strengths and abilities, as well as available family and social resources.
Summary and Analysis
Summarize the biopsychosocial assessment. Provide an analysis of the overall challenges experienced by the client and how the social environment has contributed to those challenges. Describe how this analysis of the social environment would be beneficial to treatment and goal-setting. Please use the Learning Resources and additional research to support your analysis.
Goals
Describe two goals that you can work on with this client based on the assessment. Explain why these goals are appropriate and relevant to the case in addressing the presenting issue and challenges. Please use the Learning Resources and additional research to support your analysis.
References
(Include full references here for any sources that you have cited within the Summary and Analysis and Goals sections of the paper. Note that the following references are intended as examples only.)
American Counseling Association. (n.d.). About us. https://www.counseling.org/about-us/about-aca
Anderson, M. (2018). Getting consistent with consequences. Educational Leadership, 76(1), 26-33.
Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management. California Management Review, 58(3), 66-87. https://doi.org/10.1525/cmr.2016.58.3.66
Burgess, R. (2019). Rethinking global health: Frameworks of Power. Routledge.
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24(2), 225–229. https://doi.org/10.1037/0278-6133.24.2.225
Johnson, P. (2003). Art: A new history. HarperCollins. https://doi.org/10.1037.0000136-000
Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015. Journal of Pain and Symptom Management, 56(3), 309–317. https://doi.org/10.1016/j.jpainsymman.2018.06.001
Osman, M. A. (2016, December 15). 5 do’s and don’ts for staying motivated. Mayo Clinic. https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835
Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley.
Walden University Library. (n.d.). Anatomy of a research article [Video]. https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524
Walden University Writing Center. (n.d.). Writing literature reviews in your graduate coursework [Webinar]. https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417
World Health Organization. (2018, March). Questions and answers on immunization and vaccine safety. https://www.who.int/features/qa/84/en/
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