Intervention Case Study

Description of Intervention

[Include in this section a brief overview of the intervention you have selected, based on how it was described in the article. Please do not copy and paste the description from the article—use your own words. Think of this like you are explaining it to your best friend. What does it do, how do you do it, and to whom would it apply? You also want to make sure you are looking for any limitations to the intervention noted in the article or important to consider. Most journal articles will have a limitations section or speak to any considerations you might want to think about before applying it. Others may not have this concretely stated, so you will need to do some analysis and consider to whom the intervention might not be applicable and why. Intervention Case Study. A couple of limitations you are likely to see are that they are relatively new and untested or that they only apply to a specific group of people. Those are great things to consider when selecting an intervention and part of what I want you to get savvy at looking for.]

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Rationale

[This section should center on why you have chosen this intervention for the case study. Why is it appropriate to the specific client? You want to use the details of the case study to help you justify the approach based on factors like diagnosis, culture, family dynamics, developmental influences, etc. Remember, the goal in any intervention is to choose one that will be most effective to the needs of the client. To that end, you will really want to consider and speak to the details of the case study and why they tie back to your chosen intervention in this section.]

Explanation of Support

[In this section you will speak to the actual application of the intervention to the case study client. What would it look like when applied to the client from the case study given the details of the article and the description above? This takes your rationale a step further and has you really think about what it would mean to put the case study client in the intervention. This step moves you from why it would be valuable (rationale) to how it would work.]

Future Applications

[This final section is designed to have you consider to whom or under what circumstances you might apply this intervention in the future. How might you use this tool in your toolbox to help you in future work? Intervention Case Study.  Can it apply to more than one type of issue or client? This is where you should consider expansion beyond the particular case study and speak to how you think you will use this intervention to help your future practice.]

References

[Include any references cited in your paper in full APA format. Don’t forget to include in-text citations as well.]

Ilana is a 37-year-old Korean-American female. She presented to therapy four weeks after the sudden
loss of her husband, Eli, and youngest child, Kai, who were killed by a drunk driver on their way home
from Korean school. Ilana’s daughter, Claire, was also in the car at the time of the accident but survived.
Ilana reports that she moves back and forth between periods of shock, denial, and anger and finds
herself “zoning out” many times a day, as if she is watching herself in slow motion. She struggles with
feelings of hopelessness and rage and simultaneously feels the needs to cut off her emotions to protect
and care for her eight-year-old daughter. She worries she is losing control and does not know how she
will continue to manage life without her husband and child.
History
Ilana and Eli were married for 12 years. They met at the local hospital where they were both employed
as nurses. In addition to their passion for nursing, Eli and Ilana bonded over their shared Korean
heritage. Eli was biracial with an Irish mother and Korean father, and Ilana’s family had immigrated to
the United States from Korea when she was two years old. Although both adopted “American lifestyles,”
they both felt a strong cultural connection to their Korean heritage and agreed to raise their children
with an awareness of their Korean roots.
After a several years of marriage, Ilana and Eli had Claire, who was later followed by their son, Kai. Ilana
reported that both she and Eli had been very close to their children and saw their relationship as one of
partners and co-parents. While they preferred to do things together as a family, one of the other of
them would take responsibility for the kids’ activities when the other was on call for work.
On the day of the accident Ilana had been on call, so Eli took Claire and Kai to the Korean-language
school they attended on Saturday mornings. She had been in the process of preparing lunch when she
received a call from the local hospital where Eli still worked. She was told a drunk driver had run a red
light and smashed head-on into the driver’s side of Eli’s car, killing him and Kai instantly. Intervention Case Study. Claire had been
taken to the hospital with a broken leg and some small lacerations.
In the month since the accident Ilana has not been working and has largely been supported by her
parents and sister who live in her same town. They held a Christian funeral for Kai and Eli three days
after the accident, but Ilana claims she has been “unable to do anything” since. She said she often drifts
in and out of functioning and will become angry and full of rage completely out of the blue. She notes
that she is hypervigilant and jumpy, and she has become increasingly protective of Claire, who is
struggling with her own nightmares and distressing memories of the accident. She states that she has
“no idea who [she is] anymore” and does not know how to continue to parent in the aftermath of this
loss.
Developmental Considerations
Ilana had no physical or cognitive delays in childhood. She immigrated to the United States when she
was two years old, and although her family spoke only Korean, she quickly learned English when she
started public education. She maintained average grades throughout school. Ilana was an outgoing child
and made friends easily. She noted no concerns related to psychosocial development.
Relational Considerations
As a child, Ilana was close to both parents and is especially fond of her younger sister, who was born
when Ilana was 10-years old. As a child, Ilana was an outgoing and precocious child who often greeted
others with a laugh and a smile. As she grew older, she maintained her outgoing demeanor despite the
more reserved nature of her Korean-born parents. While there were some inherent conflicts with her
parents about her “American” lifestyle, Ilana felt supported by her parents and remains close to them
today. She also remains close to her younger sister, who moved in with Ilana and Eli when she
graduated from college. Ilana reports strong relationships with coworkers and other parents from her
kids’ school, many of whom have been bringing food and supporting Claire when Ilana felt unable to do
so.
Multicultural Considerations
Ilana’s Korean heritage is of great importance to her. Both of her parents continue to speak
predominantly Korean, so she felt this was an especially important part of raising her own children, and
why she and Eli elected to send their children to Korean-language school.
While Ilana was raised in the Buddhist tradition, she elected to convert to Eli’s protestant Christian
religion before she and Eli married. This was initially a point of contention between Ilana and her
parents, but over time they came to accept Ilana’s decision. In the weeks since Eli and Kai passed away,
Ilana notes that she has struggled with acceptance of what happened and an inability to deal with the
unknown of afterlife. She notes that her parents’ belief in samsara seem to have brought comfort and
peace to them, but she does not feel the same. She reports that she does not know whether to believe
in the heaven of her Christian religion or the reincarnation of her Buddhist upbringing. Intervention Case Study.
Diagnosis
Diagnostically, Ilana presents with symptoms consistent with acute stress disorder with a combination of
negative mood, dissociative symptoms, and arousal symptoms (American Psychiatric Association, 2013).

Clarification of “Intervention” for Rubrics:
Throughout the course of this term, you will be asked to research and select empirically validated
counseling treatment interventions appropriate to the case studies you have been provided. Treatment
interventions are those cognitive, affective, behavioral, and systemic counseling strategies, techniques,
and methods that are specifically implemented in the context of a therapeutic relationship. They should
reflect the specific needs of the client and demonstrate clinical efficacy in addressing the targeted
concern. For the purposes of this course, you will need to find journal articles that specifically target
crisis and trauma interventions demonstrating clinical application to each specific case study. Select
interventions from journal articles published within the past five years to ensure use of the most up-todate resources.
For assistance, consider the following as an example of an appropriate and empirically validated
intervention article for working with clients who have suffered from domestic violence:

Overview: Selection of appropriate resources and interventions for clients who have experienced trauma or crisis involves consideration of biological,
developmental, cultural, and spiritual factors. Your success in treating these clients will depend heavily on a comprehensive assessment of these factors and on
matching an appropriate intervention to the client crisis or trauma experience and to the individual needs of your client.
The first final project for this course is the creation of a trauma toolbox consisting of resources selected from counseling literature that you will use to support
clients who experience symptoms of crisis and trauma. You will review different case studies throughout the course that will introduce you to how to work with
different types of clients.
This assignment represents the second of the case studies and involves identifying a treatment intervention that can be used when working with clients
experiencing bereavement and grief.
Note: You will also submit this assignment to your ePortfolio as part of your final project trauma toolbox in Week Nine. After receiving feedback, you will upload
the paper, including tracked changes that show any revisions or corrections you made, for your final toolbox submission. This is required in order to receive
credit for the final project.
Prompt: Review the Week Five Case Study Ilana document, and then address the following. Be sure to support your responses with research.
 You should NOT use any of the provided weekly resources or the LAPC Model (except in Week Four) for your selected intervention. Instead, please use
empirical research to locate an appropriate intervention specific to the case study. See the Clarification of Intervention document. You may use articles
from the Mental Health Counseling Guide or from other sources, as long as the intervention is grounded in research.
Write a paper that includes the following:
 Provide a brief description of the intervention including:
(1) to whom it can be applied
(2) under what circumstances it can be applied
(3) any limitations to the intervention that should be considered
 Provide rationale for choosing the selected approach for the case study.
 Include an explanation for why selecting that intervention will help your work with the selected case study client, and provide appropriate
support.
 Describe how the intervention can be used in future work when supporting the treatment approaches for clients.
 Provide a link to the intervention within the body of the paper (or upload the PDF) so your instructor can easily identify and reference it. Intervention Case Study. Ensure the link is active and accessible for review by your instructor. Note: If your selected intervention is not accessible, your submission will be
returned to you.

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 Add the intervention to your ePortfolio.
Rubric
Guidelines for Submission: This short paper should follow the Intervention Paper Template. It should be 2 to 4 pages in length with double spacing, 12-point
Times New Roman font, and one-inch margins. All references should be cited in APA format.
Critical Elements Excellent (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Empirically
Validated
Selects empirically validated
intervention
Does not select empirically
validated intervention
10
Description Meets “Proficient” criteria, and
description is detailed and
demonstrates exceptional insight
or analysis
Briefly describes intervention and
includes to whom it can be
applied, under what
circumstances, and any limitations
Briefly describes intervention, but
description contains gaps or
inaccuracies or lacks detail
Does not describe intervention 18.75
Rationale Meets “Proficient” criteria, and
rationale is detailed and
demonstrates exceptional insight
or analysis substantiated by
learning and scholarly resources
Provides rationale for selecting
the intervention and reflects the
appropriateness of fit to the
selected case study
Provides rationale for selecting
the intervention, but rationale
contains gaps or inaccuracies or
lacks detail, or the intervention is
not appropriate to the selected
case study
Does not provide rationale for
selecting the intervention
18.75
Explanation of
Support
Meets “Proficient” criteria, and
explanation is detailed and
demonstrates exceptional insight
or analysis substantiated by
learning and scholarly resources
Explains how the selected
intervention will provide
appropriate support to the case
study client
Explains how the selected
intervention will provide
appropriate support to the case
study client, but explanation
contains gaps or inaccuracies or
lacks detail
Does not explain how the selected
intervention will provide
appropriate support to client
18.75
Future
Application
Meets “Proficient” criteria, and
description of future application is
detailed and demonstrates
exceptional insight or analysis
Describes how the intervention
can be used in future work when
supporting the treatment
approaches for clients
Describes how the intervention
can be used in future work when
supporting the treatment
approaches for clients, but
description contains gaps or
inaccuracies or lacks detail
Does not describe how the
intervention can be used in future
work when supporting the
treatment approaches for clients
18.75
Link to or PDF of
Resource
Provides an active link to or PDF of
the intervention
Does not provide an active link to
or PDF of the intervention, or
intervention is not accessible
10
Critical Elements Excellent (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Articulation of
Response
Submission has no major errors
related to grammar, spelling,
syntax, or organization
Submission has some errors
related to grammar, spelling,
syntax, or organization but they
are minimal and do not negatively
impact readability and articulation
of main ideas
Submission has major errors
related to grammar, spelling,
syntax, or organization that
negatively impact readability and
articulation of main ideas
Submission has critical errors
related to grammar, spelling,
syntax, or organization that
prevent understanding of ideas. Intervention Case Study.

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By Day 3

Post an explanation of how dominant groups can play a role in marginalizing other groups based on racial and ethnic characteristics. Discuss the potential negative impact of a dominant culture on immigrants and refugees, such as Aaron. How might racism and prejudice impact his assimilation? Furthermore, explain how you would respond to Aaron when he discusses his family’s rejection of his desire to maintain his cultural roots. In your explanation, identify specific skills you would employ as a multiculturally sensitive social worker.

By Day 5

Respond to at least two colleagues with a critique of their analysis. Explain multicultural considerations your colleagues would need to keep in mind in their social work practice. Specifically, explain how marginalized racial and ethnic groups identified in your colleagues’ posts might perpetuate a marginalized group status. Explain how a marginalized group may identify and adopt the norms of a dominant group. Finally, explain the implications for social work practice.

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We started our journey into critical thinking by recognizing and  admitting that much of our thinking is flawed, biased, and downright  wrong (scary isn’t it?)!  We further saw that the consequences of  limited and restrained thinking permeates and greatly limits every  aspect of how we define others, ourselves, and the world at large.

We further examined some of the realities of egocentric thinking  (e.g., It’s true because….I believe it, …we believe it, ….I want to  believe it, etc.).  We often tend to believe that the world revolves  around us and that other perspectives are at best less valuable than our  own.  Let me provide you a personal example of what I am talking  about.  Growing up, I was raised in a working class household, attended  conservative churches, and hung out with opinionated friends.  I lived a  sheltered life and had few life experiences.  I believed that many of  the world’s most complex and controversial issues were black and white:  Clearly right or wrong depending on MY view of the issue!  I was an  expert on everything.  I could not only provide people with answers to  questions they might have, I had THE answer to those questions.  Because  of numerous changes in my personal life relatively recently (life  experiences, teaching, extensive world travel, an increased willingness  to unbiasedly learn about others, etc.), I no longer believe this and  indeed strongly feel that many of my preconceived values and beliefs  were way off base once I was willing to be objective in my views.  I was  under the impression that I was a critical thinker; looking at the  evidence that was impossible.  Looking back at it, I was anything but a  critical thinker.  Through much work, I have worked towards becoming a  true critical thinker.  Though I sense I have made much progress, I can  hardly say I am a polished critical thinker; I still have much work to  do!

***************************************ASSIGNMENT BELOW**************************************************

First, consider if YOU are truly a  critical thinker.  Do you meet the standards of critical thinking listed  under the result section on the “Why critical thinking” page of your  booklet?  Do YOU adhere to any of the “It’s true statements…” listed  on the “Problem of egocentric thinking” page?  Are YOU truly a critical  thinker or do you simply want to believe that you are?  Is it a good  thing to be a critical thinker?  If yes, why?  If no, why not?

Second, please thoughtfully and thoroughly read the “Universal  Intellectual Standards” pages in your booklet and provide us your  thoughts and feelings.  Furthermore, discuss which universal  intellectual standard listed you believe is the most difficult to apply  to critical thinking?  Why?

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Activity 1, Activity 2, etc. 

Activity 1

As you read chapter 6 of your text, reflect on your own writing skills. How did you learn how to write? In your response, briefly describe your writing strengths and weaknesses and then describe the steps you plan to take to bolster your strengths and turn around your weaknesses. Be specific.

Activity 2

Conduct a brief internet search and locate a piece of business writing. Be sure to provide a link to the page for us. Develop and share your in-depth analysis of the writing using the 8 Elements of Communication discussed in chapter 4 of the text.

References.

. Once you reach this link, scroll down to the middle of the page to locate these six brief articles.

http://www.criticalthinking.org/pages/college-and-university-students/799

• Becoming a Critic of Your Thinking
• Glossary of Critical Thinking Terms
• Universal Intellectual Standards
• Valuable Intellectual Traits
• Distinguishing Between Inferences and Assumptions
• Thinking with Concepts

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