Working With and Advocating for Clients With Somatic Symptom Disorders
PROF SCRIPT WK8 Discussion
Discussion1: Working With and Advocating for Clients With Somatic Symptom Disorders
Clients who exhibit somatic symptom disorders are often disregarded and not taken seriously because the physical symptoms are difficult to measure. However, these clients are in distress and they need mental health attention along with medical care. Working with clients with any of the somatic symptom disorders highlights the need for a biopsychosocial approach to social work.
For this Assignment, read the Somatic Symptom Disorders criteria in the DSM-5. Then read the articles by Dimsdale, Patel, Xin, and Kleinman, and by Kirmayer and Sartorius.
• Post and Select one of the three major Somatic Symptom Disorders (F45.1 Somatic symptom disorder, F45.21 Illness Anxiety Disorder or, 300.11 Conversion Disorder), and provide an explanation for why you as a social worker might need to take a biopsychosocial approach to social work when working with clients who have the chosen somatic symptom disorder.
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• Then explain why a multidisciplinary approach is necessary when working with clients who have this somatic symptom disorder.
• Finally, explain why advocacy would be an integral part of working with these clients.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
References (use 3 or more)
Dimsdale, J. E., Patel, V., Xin, Y., & Kleinman, A. (2007). Somatic presentations—A challenge for DSM-V. Psychosomatic Medicine, 69, 829
Kirmayer, L. J., & Sartorius, N. (2007). Cultural models and somatic syndromes. Psychosomatic Medicine, 69, 832–840.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Bernstein E.M., & Putnam, F. W. (1986). Dissociative Experiences Scale (DES) [Measurement instrument]. Retrieved from http://serene.me.uk/tests/des.pdf
Briere, J. (2006). Dissociative symptoms and trauma exposure: Specificity, affect dysregulation, and posttraumatic stress. Journal of Nervous and Mental Disease, 194(2), 78–82.
Discussion2:
Using Power in Social Work Practice
Politics represents efforts by people in governmental and nongovernmental settings to secure their policy wishes by developing and using power resources.
—Bruce S. Jansson, Becoming an Effective Policy Advocate: From Policy Practice to Social Justice (8th ed.)
Social workers are in the business of empowering people. They are also often faced with power structures that are entrenched and difficult to navigate. Skillful policy practitioners recognize the many kinds of power resources that exist, thus expanding their options in specific situations. As a social worker, you will learn various strategies that can create and expand personal networks that might be useful in negotiating your policy practice within an agency. You want your power resources to be recognized as effective ways to get things done, not as coercion and force.
In this Discussion, you identify various kinds of power resources (including person-to-person, substantive, process, and procedural) that you can use to secure the adoption of a policy proposal.
To prepare: Review Chapter 10 in your text, focusing on Jansson’s categorization of types of power resources in the policy-enacting task.
• Post a description of how social workers use power resources in their social work practice and advocacy.
• Select a type of power resource you would use in your practice and advocacy.
• Describe the ethical issues or concerns in using the type of power resource you selected.
Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
References (use 3 or more)
Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.
• Chapter 10, “Developing and Using Power in the Policy-Enacting Task” (pp. 372-419)
Rocha, C., Poe, B., & Thomas, V. (2010). Political activities of social workers: Addressing perceived barriers to political participation. Social Work, 55(4), 317–325
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include 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’ level and deduct points accordingly.
As Masters’ 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.
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