Integrating Mental Health And Wellness Within Medical Settings

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Write a 1,000-1,500-word essay describing how mental health and wellness care can be implemented in a medical setting. Include the following in your essay:

  1. Define the role of a behavioral health provider in a medical setting. Describe examples of mental health and wellness strategies a behavioral health provider may use in a prevention plan.
  2. Describe necessary leadership abilities of behavioral health providers and others managing the daily operations of a mental health and wellness facility within medical settings.
  3. Analyze how mental health and wellness facilities are part of an integrated health system in the United States.
  4. Conduct research on integrated healthcare within behavior health. Provide steps that can be taken by a behavioral health and medical organization to maintain the growth of integrated healthcare.
  5. Analyze pertinent information from one of the latest research findings about integrated health to explain the significance of healthcare integration.

Include a minimum of three scholarly references to support the information provided.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

ABA Paper Behavior Analysis/ Education

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PBIS – MTSS Framework

Historically, children with disabilities and their families faced many obstacles with respect to

accessing education. IDEA aimed to resolve many issues that pertained to inclusion, so that

children with disabilities could have access to special education in both regular and special

education classes. As more students with disabilities entered the public education system, it

became clear that these students also fell behind in socially accepted behaviors that would permit

them to better access the educational curriculum. Furthermore, as teachers often employed

reactive and punitive strategies, it only further compounded the behaviors and resulted in

suspensions and expulsions. Scheuermann & Hall (2016) specify that what is most troublesome

with such methods is the fact that it increases the risk of those students’ involvement with the

criminal justice system. As discussed on pbis.org, amendments of IDEA required that “the IEP

team to consider the use of Positive Behavioral Interventions and Supports for any student whose

behavior impedes his or her learning or the learning of others”. In addition, to encourage the

individual states to participate in the implementation of PBIS, congress allocated funding that

assisted to “provide training in methods of . . . positive behavioral interventions and supports to

improve student behavior in the classroom” (20 U.S.C. §1454(a)(3)(B). This paper will discuss

the framework of positive behavior intervention and supports (PBIS) within the multiple tier

systems of support (MTSS).

What is positive behavior intervention and supports aka PBIS

Sugai and Horner (1999), explain that behavior is learned and is often maintained by

environmental factors, and thus, can be changed. Practical interventions within positive behavior

support include the use of functional behavior assessments (FBA) to determine what the target

behavior strives to accomplish and consequently achieves, by the environmental factors that

 

 

 

unintentionally maintain it. PBIS strives to understand the environmental factors which

contribute to the target behavior in order to manipulate them in order to change that behavior.

Some strategies of environmental manipulation include proactive management of antecedents

such as changing adult behavior, teaching replacement behavior, providing curriculum

accommodations, as well as extinction of consequences that may attribute to target behavior

maintenance. The philosophy of PBIS is to move from a model of reacting to target behavior by

creating a proactive and positive climate focused on prevention of target behavior. Further, it

urges schools to “develop clear, appropriate, and consistent expectations and consequences to

ensure fairness, equity, and continuous improvement (Scheuermann & Hall, 2016).

MTTS & PBIS

The multiple-tier supports system attempts to utilize the research base knowledge of PBIS in

order to deliver differentiated and if necessary individualized instruction and early intervention.

As described on pbis.org, the three tiers of MTTS are designed to address and provide clear rule

and guideline for the entire school while understanding that not all children naturally fall within

those confines. MTTS hypothesizes that most typical children within the school will naturally

follow the guidelines set forth by the school. MTTS labels tier 1 as universal and further

indicates that 80% to 90% of all students will respond to this general preventative, proactive

approach. Tier 1 examples include what most of LAUSD refers to as the three B’s – be safe, be

responsible, be respectable, or keep your hands to yourself. Tier 2or, secondary intervention,

represents additional secondary interventions for the 5% to 15% of the school’s population with

at risk behavior that may need a more individual approach such as a weekly social skills group.

Tier 3, or tertiary interventions, addresses the 1%-5% of high risk students that need individual

 

 

 

high intensity intervention which often may include a 1:1 district assigned or NPA assigned

behavior therapist.

Summary

In conclusion, PBIS and MTTS, are both rooted in research based material. Both strive to

provide training and support to teachers, administrators and staff that would transform the school

environment to utilize positive proactive methods that would empower change in student

behavior by changing adult behavior. It further attempts to identify students of various needs to

deliver appropriate intervention by assessing the environmental variables that contribute and

maintain the behavior, as well as, attempt to teach replacement behaviors that are more

appropriate within the educational and social setting.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Diagram

 

 

 

 

 

References:

Positive Behavioral Interventions & Supports – OSEP. (n.d.). Retrieved May 13, 2017, from

http://www.pbis.org/

Scheuermann, B., & Hall, J. A. (2016). Positive behavioral supports for the classroom (3rd ed.).

Boston: Pearson.

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., . . . Ruef, M.

(2000). Applying Positive Behavior Support and Functional Behavioral Assessment in

Schools. Journal of Positive Behavior Interventions, 2(3), 131-143.

doi:10.1177/109830070000200302

 

PBIS – MTSS Framework

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PBIS – MTSS Framework

Historically, children with disabilities and their families faced many obstacles with respect to

accessing education. IDEA aimed to resolve many issues that pertained to inclusion, so that

children with disabilities could have access to special education in both regular and special

education classes. As more students with disabilities entered the public education system, it

became clear that these students also fell behind in socially accepted behaviors that would permit

them to better access the educational curriculum. Furthermore, as teachers often employed

reactive and punitive strategies, it only further compounded the behaviors and resulted in

suspensions and expulsions. Scheuermann & Hall (2016) specify that what is most troublesome

with such methods is the fact that it increases the risk of those students’ involvement with the

criminal justice system. As discussed on pbis.org, amendments of IDEA required that “the IEP

team to consider the use of Positive Behavioral Interventions and Supports for any student whose

behavior impedes his or her learning or the learning of others”. In addition, to encourage the

individual states to participate in the implementation of PBIS, congress allocated funding that

assisted to “provide training in methods of . . . positive behavioral interventions and supports to

improve student behavior in the classroom” (20 U.S.C. §1454(a)(3)(B). This paper will discuss

the framework of positive behavior intervention and supports (PBIS) within the multiple tier

systems of support (MTSS).

What is positive behavior intervention and supports aka PBIS

Sugai and Horner (1999), explain that behavior is learned and is often maintained by

environmental factors, and thus, can be changed. Practical interventions within positive behavior

support include the use of functional behavior assessments (FBA) to determine what the target

behavior strives to accomplish and consequently achieves, by the environmental factors that

 

 

 

unintentionally maintain it. PBIS strives to understand the environmental factors which

contribute to the target behavior in order to manipulate them in order to change that behavior.

Some strategies of environmental manipulation include proactive management of antecedents

such as changing adult behavior, teaching replacement behavior, providing curriculum

accommodations, as well as extinction of consequences that may attribute to target behavior

maintenance. The philosophy of PBIS is to move from a model of reacting to target behavior by

creating a proactive and positive climate focused on prevention of target behavior. Further, it

urges schools to “develop clear, appropriate, and consistent expectations and consequences to

ensure fairness, equity, and continuous improvement (Scheuermann & Hall, 2016).

MTTS & PBIS

The multiple-tier supports system attempts to utilize the research base knowledge of PBIS in

order to deliver differentiated and if necessary individualized instruction and early intervention.

As described on pbis.org, the three tiers of MTTS are designed to address and provide clear rule

and guideline for the entire school while understanding that not all children naturally fall within

those confines. MTTS hypothesizes that most typical children within the school will naturally

follow the guidelines set forth by the school. MTTS labels tier 1 as universal and further

indicates that 80% to 90% of all students will respond to this general preventative, proactive

approach. Tier 1 examples include what most of LAUSD refers to as the three B’s – be safe, be

responsible, be respectable, or keep your hands to yourself. Tier 2or, secondary intervention,

represents additional secondary interventions for the 5% to 15% of the school’s population with

at risk behavior that may need a more individual approach such as a weekly social skills group.

Tier 3, or tertiary interventions, addresses the 1%-5% of high risk students that need individual

 

 

 

high intensity intervention which often may include a 1:1 district assigned or NPA assigned

behavior therapist.

Summary

In conclusion, PBIS and MTTS, are both rooted in research based material. Both strive to

provide training and support to teachers, administrators and staff that would transform the school

environment to utilize positive proactive methods that would empower change in student

behavior by changing adult behavior. It further attempts to identify students of various needs to

deliver appropriate intervention by assessing the environmental variables that contribute and

maintain the behavior, as well as, attempt to teach replacement behaviors that are more

appropriate within the educational and social setting.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Diagram

 

 

 

 

 

References:

Positive Behavioral Interventions & Supports – OSEP. (n.d.). Retrieved May 13, 2017, from

http://www.pbis.org/

Scheuermann, B., & Hall, J. A. (2016). Positive behavioral supports for the classroom (3rd ed.).

Boston: Pearson.

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., . . . Ruef, M.

(2000). Applying Positive Behavior Support and Functional Behavioral Assessment in

Schools. Journal of Positive Behavior Interventions, 2(3), 131-143.

doi:10.1177/109830070000200302

 

Outlining A Logic Model

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A logic model is a tool that can be used in planning a program. Using a logic model, social workers can systematically analyze a proposed new program and how the various elements involved in a program relate to each other. At the program level, social workers consider the range of problems and needs that members of a particular population present. Furthermore, at the program level, the logic model establishes the connection between the resources needed for the program, the planned interventions, the anticipated outcomes, and ways of measuring success. The logic model provides a clear picture of the program for all stakeholders involved.

To prepare for this Assignment, review the case study of the Petrakis family, located in this week’s resources. Conduct research to locate information on an evidence-based program for caregivers like Helen Petrakis that will help you understand her needs as someone who is a caregiver for multiple generations of her family. You can use the NREPP registry. Use this information to generate two logic models for a support group that might help Helen manage her stress and anxiety.

First, consider the practice level. Focus on Helen’s needs and interventions that would address those needs and lead to improved outcomes. Then consider the support group on a new program level. Think about the resources that would be required to implement such a program (inputs) and about how you can measure the outcomes.

Submit the following:

  • A completed practice-level logic model outline (table) from the Week 7 Assignment handout
  • A completed program logic model outline (table) in the Week 7 Assignment Handout
  • 2–3 paragraphs that elaborate on your practice-level logic model outline. Describe the activities that would take place in the support group sessions that would address needs and lead to improved outcomes
  • 2–3 paragraphs that elaborate on your program-level logic model and address the following:
    • Decisions that would need to be made about characteristics of group membership
    • Group activities
    • Short- and long-term outcomes
    • Ways to measure the outcomes

 

Required Readings

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 6, “Needs Assessments” (pp. 107–142)

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014a). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
“The Petrakis Family”

Document: Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

United Way of America. (1996). Excerpts from Measuring program outcomes: A practical approach. Retrieved from http://web.archive.org/web/20130514153340/http://www.unitedwayslo.org/ComImpacFund/10/Excerpts_Outcomes.pdf

Document: Week 7: Developing A Logic Model Outline Assignment Handout (Word document)

Optional Resources

Donorfio, L. K. M., Vetter, R., & Vracevic, M. (2010). Effects of three caregiver interventions: Support, educational literature, and creative movement. Journal of Women & Aging, 22(1), 61–75
Note: Retrieved from the Walden Library databases.

Larsen, M., Tax, C., & Botuck, S. (2009). Standardizing practice at a victim services organization: A case analysis illustrating the role of evaluation. Administration in Social Work, 33(4), 439–449.
Note: Retrieved from the Walden Library databases.

Using A Logic Model To Focus Interventions And Achieve Desired Outcome

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In social work practice and in program development, it is possible to make faulty assumptions about what clients need and what social work activities will lead to. Consider the following:

A team of social workers meets to discuss their services to low-income young mothers. One social worker states that what the young mothers need most is information about community resources. She proposes that the social workers’ activities consist of making referrals to programs for public assistance for income support, food stamps, medical insurance, employment agencies, and educational resources. However, another team member points out that most clients are referred to their program from the public welfare office and health care programs. This suggests that the clients tend to possess knowledge of these common resources and have been able to access them.

How might the team explore what problems bring the clients to their agency? What might the team learn from client assessments? How can the team verify the desired outcomes of their services? Developing a logic model will help the team see a logical connection between problems, needs, intervention activities, and corresponding outcomes. This series of logical connections leads to formulating a theory of change, that is, a theory about how our work leads to the outcomes for clients.

To prepare for this Discussion, imagine that you are part of a work group charged with creating a logic model and generating a theory of change. Select a practitioner-level intervention for which you are interested in analyzing connections. Consider how a logic model might be applied to that practice.

Post(2 to 3 pages) a logic model and theory of change for a practitioner-level intervention. Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs. Identify the short- and long-term outcomes that you think would represent an improved condition. Then describe interventions that would lead to a change in the presenting conditions. Be sure to search for and cite resources that inform your views.

 

Required Readings

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 6, “Needs Assessments” (pp. 107–142)

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014a). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
“The Petrakis Family”

Document: Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

United Way of America. (1996). Excerpts from Measuring program outcomes: A practical approach. Retrieved from http://web.archive.org/web/20130514153340/http://www.unitedwayslo.org/ComImpacFund/10/Excerpts_Outcomes.pdf

Document: Week 7: Developing A Logic Model Outline Assignment Handout (Word document)

Planning A Needs Assessment II

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One of the many reasons social workers conduct needs assessment is to provide support for new programs. Social workers have many methods available to collect necessary data for a needs assessment.

Social workers can use existing data from a wide range of sources, including local and national reports by government and nonprofit agencies, as well as computerized mapping resources. Social workers can gather new data through interviews and surveys with individuals and focus groups. This data can provide the evidence that supports the need for the program.

To prepare for this Assignment, review the needs assessment plans that you and your classmates generated for this week’s Discussion. Also, review the logic models that you created in Week 7 and any literature on needs of caregivers that you used to generate them. Consider the following to stimulate your thinking:

  • Getting information about the needs of the target population:
    • Who would informants be?
    • What is your purpose for interacting with them?
    • What questions would you ask?
    • What method would you use (interview, focus group, questionnaire)?
  • Finding potential clients:
    • Who would informants be?
    • What is your purpose for interacting with them?
    • What questions would you ask?
    • What method would you use?
  • Interacting with the target population:
    • Who would informants be?
    • What is your purpose for interacting with them?
    • What questions would you ask?
    • What method would you use?

Submit a 2- to 3-page paper outlining a hypothetical needs assessment related to the support group program for caregivers. Include the following:

  • The resources needed to operate this service
  • The program activities
  • The desired outcomes
  • A plan for gathering information about the population served
  • Justifications for your plans and decisions
  • A one-paragraph conclusion describing how you might conduct a follow-up to the needs assessment at the implementation stage of the program evaluation

Required Readings

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)

Document: Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Optional Resources

Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south. AIDS Care, 23(3), 340–347.
Note: Retrieved from the Walden Library databases.

Planning A Needs Assessment

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Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice.

To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan.

Post(2 to 3 pages) a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.

Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information.

Be sure to cite course resources or other resources, such as those in the Walden Library, related to both the program idea and to approaches to needs assessments.

Required Readings

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
(For review) Chapter 6, “Needs Assessment” (pp. 107–142)
Chapter 7, “Crafting Goals and Objectives” (pp. 144–164)

Document: Tutty, L. M., & Rothery, M. A. (2010). Needs assessments. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed.,pp. 149–162). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Optional Resources

Stewart, K. E., Phillips, M. M., Walker, J. F., Harvey, S. A., & Porter, A. (2011). Social services utilization and need among a community sample of persons living with HIV in the rural south. AIDS Care, 23(3), 340–347.
Note: Retrieved from the Walden Library databases.

Addressing Conflicts And Trauma

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How do you deal with the aftermath of a tragedy? Working with staff to return to a sense of “normalcy” after a traumatic event can be difficult and challenging. In addition to providing support for staff, you must consider the event’s impact on clients as well. As an administrator, you can integrate your clinical and administrative social work skills for intervention at multiple levels within an organization when you address trauma, as well as conflicts in the workplace. As an administrator, you must also be able to develop a plan of action that will include conflict resolution and support for staff, clients, and other appropriate stakeholders to enable them to move forward after their traumatic experience.

For this Discussion, you focus on the Social Work Supervision Trauma Within Agencies case study.

Post(2 to 3 pages) an explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed. Be sure to include an analysis of the administrator’s use of conflict resolution skills. Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.

Support your post with specific references to the resources. Be sure to provide full APA citations for your reference

 

equired Readings

Northouse, P. G. (2021). Introduction to leadership: Concepts and practice (5th ed.). Washington, DC: Sage.
Review Chapter 10, “Listening to Out-Group Members” (pp. 252-275)
Chapter 11, “Managing Conflict” (pp. 277-306)
Chapter 13, “Overcoming Obstacles” (pp. 337-357)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
“Social Work Supervision: Trauma Within Agencies” (pp. 7–9)

Zelnick, J. R., Slayter, E., Flanzbaum, B., Butler, N., Domingo, B., Perlstein, J., & Trust, C. (2013). Part of the job? Workplace violence in Massachusetts Social Service Agencies. Health & Social Work, 38(2), 75–85.

Optional Resources

Walden University. (2014). Master of Social Work home page. Retrieved from https://class.waldenu.edu
Visit the Master of Social Work interactive home page to explore resources available to students in the program.

 

Remaining Compassionate And Professional

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As a social worker, you interact with individuals who are at various stages of change in their lives. This may become frustrating for you when clients are struggling to achieve their goals. Thus, it is important for you to develop strategies to process your experiences so that you can maintain your compassion and professionalism. As you consider the strategies you have developed to address these issues, also consider how you might help other social workers to develop such strategies. Perhaps you consulted with your supervisors when you had difficulty processing your emotions in particular situations. As you consider assuming a supervisory role, how might you apply your learning from those experiences to helping those whom you supervise?

For this Discussion, review the Levy case study in this week’s video. Consider how you, as a social worker, might address the challenge of remaining engaged with a client while not letting your emotions affect the interaction. Also, consider how you, as a supervisor, might discuss this topic with a social worker whom you supervise.

Post(2 to 3 pages) a strategy that you, as the social work supervisor in the Levy case study video, might use to debrief the social worker after the session described in the video.

Support your post with specific references to the resources. Be sure to provide full APA citations for your reference

 

Required Readings

Kadushin, G., Berger, C., Gilbert, C., & de St. Aubin, M. (2009). Models and methods in hospital social work supervision. Clinical Supervisor, 28(2), 180–199.

McTighe, J. (2011). Teaching the use of self through the process of clinical supervision. Clinical Social Work Journal, 39(3), 301–307.

National Association of Social Workers and Association of Social Work Boards. (2013). Best practice standards in social work supervision. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=GBrLbl4BuwI%3D&portalid=0

Obsessive-Compulsive And Related Disorders (E.G., Hoarding Disorder) Have Gained Popularity In The Media In Recent Years.

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Obsessive-compulsive and related disorders (e.g., hoarding disorder) have gained popularity in the media in recent years. How do portrayals of these disorders in popular culture differ from the descriptions of them in the DSM? How might the media popularity affect a person’s likelihood to seek treatment?

Min 150 words with 1 in text citation