Assignment #4-Grant Case Study;This is a contribution assignment , I am contributing to 8 and 9
So read and answer
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• Due Jul 3 by 11:59pm
• Points 15
• Submitting a file upload
• Available until Jul 3 at 11:59pm
Assignment #4-Grant Assignment Instructions
Tasks:
• You must work in a group of 4-6 to simulate the multidisciplinary team practice in the field.
• Include a title page that identifies the members of the group.
• After the title page please include a list of the tasks (#s 1-11) and who is completing what so that I can see the work has been divided evenly.
• Ensure all writing is professional, clear, concise, specific and objective
Read the following Case Study. Once you have read the Case Study, complete parts A-D below.
CASE STUDY:
Grant is 13 years old. He has been in your residential/school program for 6 months. Grant has been in a series of foster homes since he was 9 years old. His mother is a single parent whose husband left when Grant was 5 years old. Grant sees his father approximately once every 3 months. His father lives up north and now has 2 other children with his new wife. Grant says he loves his father and wants to live with him. Dad states that he is uncomfortable with Grant’s request and has withdrawn from Grant, as he does not feel that he can handle Grant in his new lifestyle.
Grant’s mother has been married twice since Grant’s father left. She is currently divorcing her third husband. Grant’s mother initially contacted C.A.S. for help when she stated that she could no longer control Grant. She states that Grant refuses to listen to her, disobeys her few rules, is verbally abusive and has begun to run away periodically’. His mother works shift work, states that she is concerned about her own current problems, and acknowledges that she is not always available to follow through with consequences.
Grant’s behavior problems also occur at school. He presents as bright enough to complete his work but often refuses. He is in your agency’s school program because he has fallen behind academically. Grant often appears to struggle with emotional regulation; staff state he struggles to manage his temper when directed to complete school work. He will yell, scream, and rip up his work. On a few occasions, he has kicked desks, thrown things, and staff claims that he has tried to intimidate staff by stepping into their personal space when asked not to. Grant often says things like “no-one can make me do this,” “I won’t do it,” “I hate this,” and “make me.”
When initially admitted to the residential unit Grant presented as quiet and withdrawn. He shows the ability to cooperate in a reserved way with requests but appears to make minimal efforts to interact with either peers or staff. Lately, Grant seems unable to interact with the other male residents well. He has been heard telling them to do things for him during activities and has been visibly upset (yelling and throwing items) when things don’t go his way. When female staff tries to direct Grant, he turns away and does not respond to them, as if they aren’t there. Grant is able to follow through when he chooses to. Grant frequently gets into apparent power struggles with male staff, seemingly when asked to do something. Grant appears to get along well with female residents.
PART A:
Reflect back on what you have learned about relationships and complete the following. Relate to course concepts, readings.
1) Assess the relationships that Grant has in his life spaces and systems-family/staff/peers (Chapter 11 of Foundations of Child and Youth Care). Some areas to consider are:
• communication styles, are there any barriers?
• is there attachment?
• are adults attuned to his needs/behaviours?
• are there any themes/patterns?
• do the relationships with peers/staff/parents look different?
• are there any relationships that seem to cause dysregulation?
• what are the supportive, destructive and/or unsafe relationships in Grant’s Life space?
2) Explain the stage of relationship building that you feel he is at with staff. Include examples.
Relate this to course content.
PART B:
3) Identify ways that the staff could attempt to enhance their relationship with Grant.
Include specific approaches i.e. engagement/how to engage based on Chapter 4 of Right Here Right Now, class content
4) Are there any adults in Grant’s life that demonstrate caring. If so, how? If not, what evidence is there that it isn’t occurring? Does the use of it or the lack of it impact him?
Relate your points to reading about caring in Chapter 3 of Right Here Right Now, class content
PART C:
5) Complete an OBSERVATION and HYPOTHESIS chart (based on assignment #2) regarding Grant.
6) Complete a DEPTH and SPREAD chart by including Grant’s behaviours in relevant quadrants on the chart. Once complete, explain why you placed behaviours in related quadrants.
7) As you evaluate your observations and hypothesis what appears to be at least two underlying feelings or issues that Grant may be struggling with that might contribute to his behaviour.
8) Based on the charts, choose two behaviour management techniques that you would use when working with Grant and explain why you chose these.
9) Based on the information in the charts, determine one relevant long term SMART goal based on the information you have processed about Grant.
Then create two short term SMART goals that will reflect steps to help him achieve his long term goal. Both goals must relate to helping Grant meet his long term goal.
PART D:
10)Based on the short term goals, determine 2 therapeutic activities you could use to help Grant meet these goals. (1 activity per goal). Must be relevant to short term goals.
Explain why you chose that particular technique/activity.
Relate to course content, readings.
11) List at least two changes you will expect to see in Grant if your goal-planning and interventions have been successful. Please word these ‘positively’ in regards to what you will start seeing- NOT what he will STOP doing.
Formatting and Submitting
• (assessment related to this is included in Mechanics section on rubric)
This assignment must be submitted in one of the following file format(s).
• MS Word (.doc or .docx)
• Portable Document Format (.pdf)
•
o Typed in 12 point Times New Roman font
o Double spaced.
o Follow APA format i.e. title page, formatting, referencing.
Marks will be included for referencing! All referencing needs to be in APA format
o Submit before midnight (11:59 PM) on the due date.
Rubric
Assignment #4-Grant Assignment
Assignment #4-Grant Assignment
Criteria Ratings Pts
This criterion is linked to a Learning OutcomePart A and B 5.0 pts
Level 5
Excellent relevant detail about relationships, stages, caringExcellent depth and connections to relevant course content, readingsExcellent, professional, specific, objective language throughoutGoes beyond stated criteria 4.0 pts
Level 4
Good detail about relationships, stages, caringGood depth and connections to relevant course content, readingsGood professional language throughout 3.0 pts
Level 3
Adequate detail about relationships, stages, caringAdequate depth and connections to relevant course content, readingsAdequately professional language throughout 1.0 pts
Level 2
Some detail about relationships, stages, caringSome depth and connections to relevant course content, readingsSome professional language 0.0 pts
Level 1
Minimal/no detail about relationships, stages, caringMinimal/no depth and connections to relevant course content, readingsMinimal/no professional language
5.0 pts
This criterion is linked to a Learning OutcomePart C 5.0 pts
Level 5
Excellent relevant information included in observation/hypothesis chartExcellent relevant information included in depth/spread chart, reasons for placement in quadrantsExcellent relevant details about underlying feelings related to points in chartsExcellent relevant examples of at least 2 behaviour management strategies for Grant and reasons for themExcellent, relevant therapeutic strategiesand reasons for themExcellent relevant SMART long term goal and 2 SMART short term goalsExcellent, professional, objective clear, specific language throughoutGoes beyond stated criteria 4.0 pts
Level 4
Good information included in observation/ hypothesis chartGood information included in depth/spread chart, reasons for placement in quadrantsGood details about underlying feelings related to points in chartsGood examples of at least 2 behaviour management strategies for Grant and reasons for themGood therapeutic strategiesand reasons for themGood SMART long term goal and 2 SMART short term goalsGood professional, objective language throughout 3.0 pts
Level 3
Adequate information included in observation/ hypothesis chartAdequate information included in depth/spread chart, reasons for placement in quadrantsAdequate details about underlying feelings related to points in chartsAdequate examples of at least 2 behaviour management strategies for Grant and reasons for themAdequate therapeutic strategiesand reasons for themAdequate SMART long term goal and SMART short term goalsAdequate professional language throughout 1.0 pts
Level 2
Some information included in observation/ hypothesis chartSome information included in depth/spread chart, reasons for placement in quadrantsSome details about underlying feelings related to points in chartsSome examples of behaviour management strategies for Grant and reasons for themSome therapeutic strategiesand reasons for themSome SMART long term goal and SMART short term goalsSome professional language 0.0 pts
Level 1
Minima/no information included in observation/ hypothesis chartMinima/no information included in depth/spread chart, reasons for placement in quadrantsMinimal/no details about underlying feelings related to points in chartsMinimal/no examples of at least behaviour management strategies for Grant and reasons for themMinimal/no therapeutic strategies, reasons for themMinimal/no SMART long term goal, SMART short term goalsMinimal/no professional language
5.0 pts
This criterion is linked to a Learning OutcomePart D 3.0 pts
Level 3
Includes at least 2 therapeutic activities related to short term goals-1 per goalExcellent examples of relevant, therapeutic activitiesExcellent detail regarding reason for choosing activitiesIncludes at least 2 examples of relevant expected changesExcellent relevant detail regarding expected changesExcellent relevantlinkage to course content, readingsExcellent, professional, objective clear, specific language throughoutGoes beyond stated criteria 1.0 pts
Level 2
Includes therapeutic activities related to short term goalsAdequate examples of relevant, therapeutic activitiesAdequate detail regarding reason for choosing activitiesIncludes examples of expected changesAdequate detail regarding expected changesAdequate linkage to course content, readingsAdequately professional language throughout 0.0 pts
Level 1
Minimal/no inclusion of therapeutic activities related to short term goalsMinimal/no inclusion of examples of therapeutic activitiesMinimal/no detail regarding reason for choosing activitiesMinimal/no examples of expected changesMinimal/no detail regarding expected changesMinimal/no linkage to course content, readingsMinimal/no professional language
3.0 pts
This criterion is linked to a Learning OutcomeMechanics 2.0 pts
Level 2
Excellent, professionally written, organizedExcellent, well formatted, as required i.e. double spaced, font, etcNo/few errors in spelling and/or grammarExcellent APA application: error-free i.e.references, title page, etc.Very well writtenGoes beyond stated criteria 0.0 pts
Level 1
Minimal/missing organization, professionalismMinimal/missing required formattingMultiple/many errors in spelling and/or grammarAPA: errors
2.0 pts
Total Points: 15.0
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