8 HOURS DELIVERY: PLAGIARISM FREE AND QUALITY WORK GUARANTEED.

1. The book review is an individual assignment. Each student will submit a book

1. The book review is an individual assignment. Each student will submit a book review and each student’s book review will be scored individually.
2. Then why am I in a group? You can read the book as a group. You can discuss the book as a group. You can bounce ideas off of one another in your group. You can ask group members for their interpretation of instructions, book material (what did the author mean when she/he said this?, etc.)You have group members to reach out to in the middle of the night when you are panicked. You have group members that will, hopefully, keep you on track and on pace to turn in your assignment by the due date.
3. So, while this is an individual assignment, if you work with your group, I think you will achieve much better results than if you work alone in a vacuum.
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A Book Review is Not the same as a Book Report. Know the difference.
This first document contains some background (and suggestions) on writing book reviews along with specific instructions for how you will write your book review.
I will admit that this is not a short document. I set out to provide you with some general background and hard-earned advice, and wound up with what you will see.
I strongly recommend that you read the entire document. Do not simply skip to the instructions. The information leading up to the instructions will help you write this book review more than you know.

Think back on the ending of your client–worker relationship with one specific cl

Think back on the ending of your client–worker relationship with one specific client or client system and provide some brief context.
How were you feeling before the active ending process began?
How did that process unfold?
What was “textbook” about it?
What was unexpected?
What was the most difficult aspect for you? For the client?
What (if any) ending ritual did you use?
How did it go?
Did anything surprise you?
What was left unsaid? Undone?
What lessons can you share with your classmates?
And finally, recognizing the relief at having completed this process, share your feelings about ending our time together as a class.

Instructions This 3 hour exam relies on a previously assigned anonymized case st

Instructions
This 3 hour exam relies on a previously assigned anonymized case study of William Nelson.pdf  Download William Nelson.pdf
Relying on the information in this case study and your readings from this module complete a relapse prevention plan. Identify three types of triggers specific to the case; warning signs; and alternative behaviors. Consider the Witkiewitz and Marlatt (2004) article concepts of Self Efficacy, Outcome Expectancies, Craving, Motivation, Coping, Emotional States, Interpersonal Determinants. Use this language in your plan and provide concrete actions this specific client should take to avoid further relapse.
At the bottom of your plan discuss briefly if Mr. Nelson is appropriate for a  Relapse Prevention Group as discussed by Csiernick and Troller (2002).
This client suffers from addiction, depression and substantial stigma. Consider all this in your plan.

You are a social worker employed in a large metropolitan hospital. A wealthy don

You are a social worker employed in a large metropolitan hospital. A wealthy donor wants to donate a sizeable amount of money to fund a smoking cessation program. Your supervisor has charged you with the task of developing some goals and objectives that can be implemented so that, after six months, the hospital can measure the success of the program to see if it is working or not.
CRITICAL THINKING QUESTIONS
Based on the preceding scenario, answer the following questions:
1.What would be three objectives that would measure the success of this new program? (Write out your objectives, remembering to incorporate the acronym MOST.)
2.From what you have learned about research methods thus far, can you be confident that the program is helping people to be successful in quitting smoking?
3.How can you know (one way or the other) that the program is achieving its’ desired results?
4.Develop a research design to measure the success of this program.

You are employed as a social worker in a state employment service. Your agency h

You are employed as a social worker in a state employment service. Your agency has as its central mission the goal of helping people find gainful employment. It has become increasingly clear that many employers are moving away from paper applications and are now using the Internet for both notifying potential employees and accepting their applications. This is true for a variety of employers including entry-level positions such as fast-food restaurants, warehouses, factories, and other employers. You have noticed that many of the individuals who you are assigned to work with do not possess basic computer skills, and this is keeping them from applying for work they would otherwise be qualified for. Your supervisor has given you the task of developing a sample survey that you might hand out to your clients to determine their level of computer literacy, the amount that they feel their computer skills (or lack thereof) are precluding them from being employed, and how interested they are in developing computer literacy.
CRITICAL THINKING QUESTIONS
Based on the preceding case scenario, answer the following questions:
1.What demographic questions (if any) would it be important to ask?
2.How would you distribute your survey? Give reasons for your choice of methods.
3.How can you feel relatively sure that your results are truly representative of the population you serve and that you have obtained accurate information?
You are a social worker employed in a large metropolitan hospital. A wealthy donor wants to donate a sizeable amount of money to fund a smoking cessation program. Your supervisor has charged you with the task of developing some goals and objectives that can be implemented so that, after six months, the hospital can measure the success of the program to see if it is working or not.
CRITICAL THINKING QUESTIONS
Based on the preceding scenario, answer the following questions:
1.What would be three objectives that would measure the success of this new program? (Write out your objectives, remembering to incorporate the acronym MOST.)
2.From what you have learned about research methods thus far, can you be confident that the program is helping people to be successful in quitting smoking?
3.How can you know (one way or the other) that the program is achieving its’ desired results?
4.Develop a research design to measure the success of this program.

Testing and Toxicology; Treatment Courts Remember the specification from the syl

Testing and Toxicology; Treatment Courts
Remember the specification from the syllabus and the feedback from previous grading rubrics on these discussions.
For this discussion board we are going to focus on the ethical dilemmas (social work as social control, empowerment) associated with court ordered treatment and mandatory drug testing. We will look at monitoring as a reality check to client self report.
A common dilemma looks something like this: We know that testing (urine, breath, trans-dermal) is random and unpredictable; the treatment court participants know this too and have literally signed a contract agreeing to it.
See this test result on one of your clients, Josie: Conley_Positive Monitoring Bracelet Readout with note.pdf download
IR Voltage: proxy for how close to the skin the bracelet is. This may also reflect                    impaired ability of the device to measure temperature
TAC: Transdermal Alcohol, Continuous monitoring
She is appearing in drug court with all her fellow participants in two days. One by one they will stand at a podium in court facing the judge.  Their fellows will be in the galley to the left and the court team will be at a table on their right: prosecutor, defense, probation officer, you (the treatment provider), and their peer recovery support specialist. As with all the participants in court that day, the judge will ask Josie how her week has gone and if there is anything Josie would like to tell her – what has gone well, what has not.
Prior to the court meeting the court team will have met and ‘staffed’ (discussed, processed developments etc.) each client. Staffing usually takes just a few minutes per case of all is going well, a little longer if not. As the treatment provider, you have Josie’s consent to discuss her progress in treatment with the court – the whole team. So the team, and the judge will pretty much what you know – or at least what you choose to tell them.
Here is the rest of the scenario.  Three days prior to court, the probation officer sends you over the “Alert Details” indicating a test that was either tampered with or was positive for alcohol. Either way it is a violation of Josie’s contract with the court – all team members will have received the report. 
The day after the report comes to you, and a day before the team and court meet, you meet with Josie. At first she says she can’t remember if she was tested but then says “Oh ya, that.” You ask if she is aware the test was positive, and she is ambiguous. “Might of could have been maybe” she replies. She complains that it is disgusting that the probation officer actually watches her ‘take a pee.’ You reply, ‘sounds embarrassing’ and she gets a bit challenging.  “Have you ever had to have someone watch you pee a couple of times a week?”
Discussion question: How do you answer her?
After this, you circle back to the test result and this statement comes out of her.
“My boyfriend Frank, you know he doesn’t like it that I don’t drink anymore. He says I’m no fun by which he usually means sex. He gets angry when I tell him I don’t want anything to drink. And when he gets really angry he can get really scary because he hasn’t hit me in a long time, since the protection order thing last year, remember, and the kid thing, but I know he can, especially if he gets angry about enough stuff.  So I just shut him up a few days ago had a few and got it on cause if there is any, and I mean Any more trouble in that house Child Protective Services is coming for those kids again so ya, it was positive and I am Not telling all that whole tale of woe to the judge.”
Discussion question: How much of this, exactly what, do you share with the Drug Court Team?
What will you encourage Josie to tell the judge in court with everyone?
Do you tell Josie how much of what she shared, you will share with the team? (Read this question carefully).
Who has the final say on who gets to know what, you or her?
Back to court: It is Josies turn in front of the judge. She tells the judge “I had a little slip but I am good now, it’s not gonna happen again, I worked on it with the counselor and she smiles sideways at you. The judge asks her “How are things with your boyfriend?” and Josie gives you a nervous sideways glance with just her eyes and says “Frank is doing good, he’s working.” The judge turns to you and says “So things are good with her and Frank”?
More Discussion questions:
What do you say to the judge?
Do you ask for 5 minutes in a side office with the client to help her with her honesty?
Do you stay mute because if you collaborate with her denials now in court it will build trust which you can work with later in dealing with her abuse issues?
Do you speak right out in court about what you know to be honest?
Add additional options not mentioned here for discussion; write for as long as you like.

Read: Miller, S. C., Fiellin, D. A., Rosenthal, R. N., & Saitz, R. (2018). The ASAM principles of addiction medicine (6th ed.). Wolters Kluwer Health.
Chapter 119: Practical Considerations in Drug Testing
Read the entire chapter, except :Biomarkers of Alcohol Consumption” and the “Role of the Medical Review Officer.”  this chapter will provide you with a very solid foundation for understanding testing process and interpretation.
Chapter 120: Reducing Substance Use in Criminal Justice Populations
Read the entire chapter, including the insets.

https://www.pharmacytimes.com/view/parent-customer-education-and-pharmacist-knowledge

Part 1 Starting with the direction you identified for your work with Dolores fro

Part 1
Starting with the direction you identified for your work with Dolores from the last module, answer the following:
What are some of the first offerings Dolores has presented you?
Identify three goals you might work on together.
Using the case information, where would you locate Dolores in terms of stage of change on each of these goals? Give evidence for this from the case.
How could you use motivational interviewing in this case? Which tools do you see as most relevant based on the stage of change and the goals you have identified?
What in her situation is a metaphor? How could you use metaphor to help her see some of the things she is struggling with in a different way?
How can you stretch your thinking when it comes to working with Dolores?
Part 2
The next section should be a self-reflection. Respond to the following:
What has changed in the way you would approach your work with Dolores now versus in the last module?
Identify the tools from this module you found most useful in your approach to working with clients concerning changes that might enhance their functioning?
What do you think would be most challenging for you and what takeaways from this module would you share with your classmates?