To provide an appropriate intervention, social workers first need to have conducted a thorough assessment. Having a comprehensive understanding of a client and their social environment
To provide an appropriate intervention, social workers first need to have conducted a thorough assessment. Having a comprehensive understanding of a client and their social environment allows a social worker to accurately identify the presenting problem and help the client develop goals to address their needs.
CONNECTING KNOWLEDGE AND RESEARCH
To provide an appropriate intervention, social workers first need to have conducted a thorough assessment. Having a comprehensive understanding of a client and their social environment allows a social worker to accurately identify the presenting problem and help the client develop goals to address their needs. Part of the assessment should be how power and privilege connect with the problem. For example, the client’s gender, sexual orientation, race, ethnicity, disability, or socioeconomic status may put them at a disadvantaged or marginalized position.
Additionally, evidence-based practice requires social workers to use the best available evidence to inform their thinking and treatment decisions. In this Assignment, you further prepare for the biopsychosocial assessment by identifying the presenting problem and searching for evidence to deepen your understanding of Ray’s case.
RESOURCES
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
TO PREPARE:
· Conduct research in the Walden Library to locate at least 1 peer-reviewed scholarly resource that could inform your understanding of Ray’s case.
BY DAY 7
Submit a 2- to 3-page paper in which you:
· Describe the presenting problem(s).
· Identify a specific peer-reviewed research article and explain how it could inform understanding of the problem or population.
· Explain how power and privilege may influence the case (as it relates to gender, sexual orientation, race, ethnicity, disability, or socioeconomic status).
Please use the Learning Resources and your identified peer-reviewed scholarly resource in your paper. Make sure to provide APA citations and a reference list.
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
1. To submit your completed assignment, save your Assignment as WK9Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.
Rubric
SOCW_6200_Week9_Assignment_Rubric
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SOCW_6200_Week9_Assignment_Rubric |
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeDescribe the presenting problem(s). |
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12 pts |
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This criterion is linked to a Learning OutcomeIdentify a specific peer-reviewed research article and explain how it could inform understanding of the problem or population. |
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18 pts |
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This criterion is linked to a Learning OutcomeExplain how power and privilege may influence the case (as it relates to gender, sexual orientation, race, ethnicity, disability, or socioeconomic status). |
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21 pts |
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This criterion is linked to a Learning OutcomeWriting |
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9 pts |
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Total Points: 60 |
· 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)
· Brandon-Friedman, R. A. (2019). Youth sexual development: A primer for social workersLinks to an external site. . Social Work, 64(4), 356–364. https://doi.org/10.1093/sw/swz027
· Mills-Koonce, W. R., Rehder, P. D., & McCurdy, A. L. (2018). The significance of parenting and parent-child relationships for sexual and gender minority adolescentsLinks to an external site. . Journal of Research on Adolescence, 28(3), 637–649. https://doi.org/10.1111/jora.12404
· Centers for Disease Control and Prevention. (2017, June 21). Lesbian, gay, bisexual, and transgender health: LGBT youth Links to an external site. . https://www.cdc.gov/lgbthealth/youth.htm
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[MUSIC PLAYING] NARRATOR: Ray gains self-confidence from exercising, socializing with the other team workers at his part-time fast-food job, and honing his woodworking skills he graduates high school. Ray applies to college with the support of his teacher-mentor and gets a full scholarship. He would be the first in his family to attend college. However, his father George becomes sick with lung cancer the summer before his freshman year of college. Ray doesn't know where to turn. He is estranged from his father's side of the family due to a fight George had with his brother years ago. His mother's side of the family do not live in the area, and he's never had a close relationship with them. He feels a sense of obligation to George and guilt for what he'd said about wishing him dead, ray never leaves for college, letting the scholarship lapse. He stays and cares for his father until George dies four months later. Now 18, Ray lives alone with a rescue pit bull named Daisy. He has maintained his fast-food job, but after George's death, he begins to show up at work late, unshowered, and occasionally drunk. Ray's boss tells him that he understands he's grieving, but he can't show up in that state. The boss puts him on probation. If he is late, skips work, or shows up inebriated again, he will be fired. If Ray loses his job, his housing will be in jeopardy as well. Ray's work friends encourage him to see a social worker. [MUSIC PLAYING]
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The Coping Assessment for Bereavement and Loss Experiences (CABLE): Development and initial validation
Anne Elizabeth Crunka, Laurie A. Burkeb, Robert A. Neimeyerb�, Edward H. Mike Robinson, IIIc, and Haiyan Baid
aGraduate School of Education and Human Development, Department of Counseling and Human Development, The George Washington University, Washington, District of Columbia, USA; bDepartment of Psychology, The University of Memphis, Memphis, Tennessee, USA; cDepartment of Child, Family, and Community Sciences, University of Central Florida, Orlando, Florida, USA; dDepartment of Learning Sciences & Educational Research, College of Community Innovation and Education, University of Central Florida, Orlando, Florida, USA
ABSTRACT The authors present the development and validation of the Coping Assessment for Bereavement and Loss Experiences (CABLE), the first instrument designed to assess a range of potentially constructive strategies for coping with grief following the death of a loved one. Exploratory and confirmatory factor analysis with an international sample of bereaved adults (N¼ 844) yielded a six-factor, 28-item structure. Use of this validated, clinically useful, self- report tool can inform clinicians and researchers in evaluating bereavement coping, and in developing interventions designed to increase the number and broaden the types of coping strategies used to facilitate healing following loss.
The loss of a loved one through death is a virtually inescapable part of the human experience and one that can elicit marked psychological and physical dis- tress for the survivor (Stroebe, Schut, & Boerner, 2017). However, not all bereaved individuals cope with loss in the same way (Galatzer-Levy, Huang, & Bonanno, 2018). Contrary to traditional bereavement models that describe grief as a linear and uniform process, contemporary research has revealed consider- able variation in the duration and intensity of grief reactions among bereaved individuals (Bonanno et al., 2002; Galatzer-Levy et al., 2018). For example, some mourners experience common reactions to grief, with grief symptoms that attenuate within one to two years following loss (Bonanno, Wortman, & Nesse, 2004), and most grievers (i.e., approximately 50%) respond to loss with resilience, demonstrating an ability to sus- tain reasonably stable and adaptive levels of function- ing in response to loss (Bonanno, 2004). However, 10–15% of the bereaved population experiences a pro- tracted, debilitating, sometimes life-threatening grief response known as complicated grief (CG; Shear et al., 2011), also known as prolonged grief disorder (Maciejewski, Maercker, Boelen, & Prigerson, 2016; Prigerson et al., 2009) or persistent complex
bereavement disorder (American Psychiatric Association, 2013; see Crunk, Burke, & Robinson, 2017, for a review of the literature).
One factor that might distinguish bereaved individu- als’ grief reactions is how they cope with their grief (Meichenbaum & Myers, 2016), or the “processes, strat- egies, or styles of managing the situation in which bereavement places the individual” (Stroebe & Schut, 2010, p. 274). Identifying the specific strategies mourn- ers use to cope with their grief is necessary to inform researchers and mental health professionals in develop- ing relevant interventions to support grievers following loss. However, one obstacle to understanding grief cop- ing has been the absence of bereavement-specific instruments designed to assess a range of potentially constructive strategies for coping with loss. As a result, researchers and clinicians have had few tools for identi- fying the coping strategies used by bereaved individuals to aid in developing personalized interventions, and instead have been limited to using nonspecific coping instruments. Therefore, in this article we propose a new instrument called the Coping Assessment for Bereavement and Loss Experiences (CABLE).
The CABLE is distinct from other coping instru- ments, such as the COPE (Carver, Scheier, &
CONTACT Anne Elizabeth Crunk [email protected] Graduate School of Education and Human Development, Department of Counseling and Human Development, The George Washington University, 2134 G Street NW, Washington, DC 20052, USA.�Director, Portland Institute for Loss and Transition. � 2019 Taylor & Francis Group, LLC
DEATH STUDIES 2021, VOL. 45, NO. 9, 677–691 https://doi.org/10.1080/07481187.2019.1676323
Weintraub, 1989) – a 60-item, nonspecific measure of coping with stressful life events – in that the CABLE is a brief assessment designed to measure coping fol- lowing the death of a loved one, in particular, rather than life stressors, in general. The CABLE also differs from bereavement distress instruments such as the Hogan Grief Reaction Checklist (Hogan, Daryl, Greenfield, & Schmidt, 2001) or the Inventory of Complicated Grief-Revised (Prigerson et al., 1995), in that it measures strategies for managing grief, rather than levels of grief distress. Furthermore, the CABLE is unique in its focus on coping strategies that are considered adaptive, providing practitioners with a tool for helping mourners identify potentially con- structive coping strategies that they might employ to cope with their grief. Importantly, we must note that it was not an aim of this study to examine associa- tions between individual strategies or subscales and bereavement outcomes; thus, we refer to these strat- egies as “potentially constructive” to differentiate them from strategies that are clinically contraindicated in grief treatment and from those that are known mal- adaptive coping strategies (e.g., drinking alcoholic bev- erages to cope; Høeg et al., 2017; or social isolation; Tofthagen, Kip, Witt, & McMillan, 2017), which we chose to exclude from the item pool because we hypothesized they would correlate highly with compli- cated grief. Nevertheless, the CABLE can help clini- cians and researchers to identify what mourners are currently doing to cope with their grief, shedding light on potentially useful clinical information such as what the bereaved individual values (e.g., spiritual support) or coping resources to which the individual has access (e.g., organized bereavement support groups), assisting clinicians in tailoring treatment to their clients’ values, preferences, and resources. To our knowledge, a brief, multidimensional, and well-validated measure of potentially adaptive, bereavement-specific coping strat- egies has not previously been developed and tested with a diverse sample of grievers.
Coping with grief
Coping has been defined as one’s “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding one’s resources” (Folkman, Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986, p. 993). Stroebe and Schut’s (1999, 2010) Dual Process Model (DPM) has been widely used to describe loss-ori- ented coping and restoration-oriented coping commonly used in adaptive grieving following death. The DPM
suggests that adaptive grief coping resembles the move- ment of a pendulum such that mourners naturally oscil- late between attending to their grief (i.e., loss orientation) and adjusting to life without the deceased (i.e., restoration orientation). Both the loss-oriented and restoration-oriented processes involve cognitive, behav- ioral, and emotional strategies that bereaved individuals employ to manage bereavement distress. For example, loss-oriented coping might include allowing oneself time to cry or to look at phot
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