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[Solved] Unit 5

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) See Attached **files (1)** – ## Unit5.docx **## Unit5.docx** **Purpose** · Apply knowledge of funding sources and financial data from the organization's Form 990 to create a budget. · Dev…

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Assignment Prompt & Instructions

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

See Attached

**files (1)**

– ## Unit5.docx

**## Unit5.docx**

**Purpose**

· Apply knowledge of funding sources and financial data from the organization's Form 990 to create a budget.

· Develop a narrative explanation of the budget.

· Address reporting and board oversight responsibilities, KPIs, and sustainability.

**Task**

You will research your nonprofit’s financial data the Wounded Warrior Project (WWP), to develop a budget in Excel format and include a Word document with a narrative explanation of the budget and reporting/board oversight sections. You may use this
[template](https://www.instrumentl.com/templates/nonprofit-budget-template) [https://www.instrumentl.com/templates/nonprofit-budget-template](https://www.instrumentl.com/templates/nonprofit-budget-template) or create your own.

Include the following items:

1.
**Budget Development:**

· Utilizing the funding sources identified in Unit 2 and financial data from the organization's Form 990, create a comprehensive budget for the nonprofit organization.

· Use Excel to organize and present the budget data effectively.

· Include income/funding sources, direct and indirect costs, and any other relevant financial considerations.

2.
**Narrative Explanation:**

· Provide a narrative explanation of the budget, detailing the rationale behind revenue projections, expense allocations, and any assumptions made.

· Explain how the budget aligns with the organization's mission, goals, and strategic priorities.

· Make recommendations for new funding sources to ensure growth and sustainability.

3.
**Reporting and Board Oversight:**

· Address reporting requirements for nonprofit organizations, including any specific financial reporting obligations.

· Discuss the role of the board of directors in overseeing the budgeting process and ensuring financial accountability. Provide an assessment of your organization’s board with any recommendations for improvement.

· Identify key performance indicators (KPIs) or metrics that the board currently monitors. Make recommendations for KPIs the board should monitor to assess the organization's financial health and sustainability.

**Presentation Format:**

· Present the budget in Excel format, clearly labeling income, expenses, and any other relevant categories.

· Include a separate Word document for the narrative explanation of the budget, and reporting/board oversight. Include a reference list.

· Include references to the course material and other high-quality resources to support your analysis. Ensure any item on your reference list has a matching in-text citation.

**Unit 2 Reference:**

**Nonprofit Identity, Funding, and Competitive Analysis**

This discussion on the Wounded Warrior Project (WWP) as a nationally recognized nonprofit dedicated to serving veterans wounded, injured, or made ill during military service after September 11, 2001. Its mission is to honor and empower wounded warriors. WWP’s vision is to foster the most successful, well-adjusted generation of wounded service members in U.S. history.

The organization’s core values include service, integrity, collaboration, empowerment, and accountability. These values are reflected in WWP’s holistic approach to veteran support, which spans mental health services, physical wellness, career counseling, benefits assistance, and long-term advocacy efforts.

**Funding Sources and Financial Sustainability**

WWP relies on a diversified funding model that aligns closely with its mission and strategic objectives. Primary funding sources include:

• Individual donations, which represent a significant portion of WWP’s revenue and reflect strong public trust and brand recognition.

• Corporate partnerships, including support from companies such as Lockheed Martin and USAA, which align with military and veteran-focused initiatives.

• Foundation grants, particularly from philanthropic organizations dedicated to veterans’ services, mental health, and workforce reintegration.

• Cause-related marketing campaigns and events, which generate revenue while increasing awareness of veteran-related issues.

This diversified funding structure enhances financial sustainability while allowing WWP to scale programs nationally without over-dependence on government funding.

**Analysis of Form 990 and Organizational Transparency**

WWP’s Form 990, publicly available through Candid (GuideStar), demonstrates a strong emphasis on transparency and financial accountability. The organization reports substantial annual revenues, with a majority allocated to program services, including mental health programs, physical rehabilitation, career transition services, and long-term warrior support initiatives.

Governance details outlined in the u indicate an independent board of directors, formal conflict-of-interest policies, and executive compensation review processes consistent with nonprofit best practices. Additional insights from WWP’s annual impact reports and secondary sources highlight an increased focus on outcomes measurement and continuous improvement following earlier public scrutiny, reinforcing organizational learning and accountability.

**Competitor Analysis: Disabled American Veterans (DAV)**

A key competitor in the veterans’ services nonprofit space is Disabled American Veterans (DAV). DAV’s mission emphasizes empowering veterans to lead high-quality lives with respect and dignity through benefits advocacy, claims assistance, and legislative engagement.

While both organizations serve disabled veterans, WWP differentiates itself through a broader, lifestyle-oriented and holistic service model, whereas DAV focuses more heavily on claims representation, transportation services, and policy advocacy. An examination of DAV’s Form 990 shows a more advocacy-centric allocation of resources, with comparatively fewer wellness and family-support programs than WWP.

**Alignment, Distinctions, and Strategic Positioning**

WWP’s mission, vision, and values align strongly with its funding sources, particularly individual donors and corporate partners invested in veteran well-being and post-service success. As discussed in Emily Barman’s work on nonprofit accountability, mission alignment with funding streams is critical to maintaining legitimacy and donor confidence. WWP demonstrates this alignment by reinvesting donor contributions directly into warrior-centered programs rather than allowing financial incentives to distort organizational purpose.

What sets WWP apart from competitors such as DAV is its comprehensive, long-term support model, strong national brand recognition, and emphasis on measurable outcomes related to mental health, employment, and quality of life. These distinctions position WWP as a leading organization in the veteran-support nonprofit sector.

**References:**

Barman, E. (2007). What is the bottom line for nonprofit organizations? Nonprofit Management & Leadership, 18(2), 101–117. https://doi.org/10.1002/nml.173

Disabled American Veterans. (2023). Form 990. Candid (GuideStar). https://www.guidestar.org

Wounded Warrior Project. (2023). Annual impact report. https://www.woundedwarriorproject.org

Wounded Warrior Project. (2023). Form 990. Candid (GuideStar). https://www.guidestar.org

Filter

**## Unit5.docx**

**Purpose**

· Apply knowledge of funding sources and financial data from the organization's Form 990 to create a budget.

· Develop a narrative explanation of the budget.

· Address reporting and board oversight responsibilities, KPIs, and sustainability.

**Task**

You will research your nonprofit’s financial data the Wounded Warrior Project (WWP), to develop a budget in Excel format and include a Word document with a narrative explanation of the budget and reporting/board oversight sections. You may use this
[template](https://www.instrumentl.com/templates/nonprofit-budget-template) [https://www.instrumentl.com/templates/nonprofit-budget-template](https://www.instrumentl.com/templates/nonprofit-budget-template) or create your own.

Include the following items:

1.
**Budget Development:**

· Utilizing the funding sources identified in Unit 2 and financial data from the organization's Form 990, create a comprehensive budget for the nonprofit organization.

· Use Excel to organize and present the budget data effectively.

· Include income/funding sources, direct and indirect costs, and any other relevant financial considerations.

2.
**Narrative Explanation:**

· Provide a narrative explanation of the budget, detailing the rationale behind revenue projections, expense allocations, and any assumptions made.

· Explain how the budget aligns with the organization's mission, goals, and strategic priorities.

· Make recommendations for new funding sources to ensure growth and sustainability.

3.
**Reporting and Board Oversight:**

· Address reporting requirements for nonprofit organizations, including any specific financial reporting obligations.

· Discuss the role of the board of directors in overseeing the budgeting process and ensuring financial accountability. Provide an assessment of your organization’s board with any recommendations for improvement.

· Identify key performance indicators (KPIs) or metrics that the board currently monitors. Make recommendations for KPIs the board should monitor to assess the organization's financial health and sustainability.

**Presentation Format:**

· Present the budget in Excel format, clearly labeling income, expenses, and any other relevant categories.

· Include a separate Word document for the narrative explanation of the budget, and reporting/board oversight. Include a reference list.

· Include references to the course material and other high-quality resources to support your analysis. Ensure any item on your reference list has a matching in-text citation.

**Unit 2 Reference:**

**Nonprofit Identity, Funding, and Competitive Analysis**

This discussion on the Wounded Warrior Project (WWP) as a nationally recognized nonprofit dedicated to serving veterans wounded, injured, or made ill during military service after September 11, 2001. Its mission is to honor and empower wounded warriors. WWP’s vision is to foster the most successful, well-adjusted generation of wounded service members in U.S. history.

The organization’s core values include service, integrity, collaboration, empowerment, and accountability. These values are reflected in WWP’s holistic approach to veteran support, which spans mental health services, physical wellness, career counseling, benefits assistance, and long-term advocacy efforts.

**Funding Sources and Financial Sustainability**

WWP relies on a diversified funding model that aligns closely with its mission and strategic objectives. Primary funding sources include:

• Individual donations, which represent a significant portion of WWP’s revenue and reflect strong public trust and brand recognition.

• Corporate partnerships, including support from companies such as Lockheed Martin and USAA, which align with military and veteran-focused initiatives.

• Foundation grants, particularly from philanthropic organizations dedicated to veterans’ services, mental health, and workforce reintegration.

• Cause-related marketing campaigns and events, which generate revenue while increasing awareness of veteran-related issues.

This diversified funding structure enhances financial sustainability while allowing WWP to scale programs nationally without over-dependence on government funding.

**Analysis of Form 990 and Organizational Transparency**

WWP’s Form 990, publicly available through Candid (GuideStar), demonstrates a strong emphasis on transparency and financial accountability. The organization reports substantial annual revenues, with a majority allocated to program services, including mental health programs, physical rehabilitation, career transition services, and long-term warrior support initiatives.

Governance details outlined in the u indicate an independent board of directors, formal conflict-of-interest policies, and executive compensation review processes consistent with nonprofit best practices. Additional insights from WWP’s annual impact reports and secondary sources highlight an increased focus on outcomes measurement and continuous improvement following earlier public scrutiny, reinforcing organizational learning and accountability.

**Competitor Analysis: Disabled American Veterans (DAV)**

A key competitor in the veterans’ services nonprofit space is Disabled American Veterans (DAV). DAV’s mission emphasizes empowering veterans to lead high-quality lives with respect and dignity through benefits advocacy, claims assistance, and legislative engagement.

While both organizations serve disabled veterans, WWP differentiates itself through a broader, lifestyle-oriented and holistic service model, whereas DAV focuses more heavily on claims representation, transportation services, and policy advocacy. An examination of DAV’s Form 990 shows a more advocacy-centric allocation of resources, with comparatively fewer wellness and family-support programs than WWP.

**Alignment, Distinctions, and Strategic Positioning**

WWP’s mission, vision, and values align strongly with its funding sources, particularly individual donors and corporate partners invested in veteran well-being and post-service success. As discussed in Emily Barman’s work on nonprofit accountability, mission alignment with funding streams is critical to maintaining legitimacy and donor confidence. WWP demonstrates this alignment by reinvesting donor contributions directly into warrior-centered programs rather than allowing financial incentives to distort organizational purpose.

What sets WWP apart from competitors such as DAV is its comprehensive, long-term support model, strong national brand recognition, and emphasis on measurable outcomes related to mental health, employment, and quality of life. These distinctions position WWP as a leading organization in the veteran-support nonprofit sector.

**References:**

Barman, E. (2007). What is the bottom line for nonprofit organizations? Nonprofit Management & Leadership, 18(2), 101–117. https://doi.org/10.1002/nml.173

Disabled American Veterans. (2023). Form 990. Candid (GuideStar). https://www.guidestar.org

Wounded Warrior Project. (2023). Annual impact report. https://www.woundedwarriorproject.org

Wounded Warrior Project. (2023). Form 990. Candid (GuideStar). https://www.guidestar.org

Filter

November 6, 2026
[Solved] Response 1

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[>Civil homework help](https://www.sweetstudy.com/fields/law-civil) **files (1)** – ## Response1.docx **## Response1.docx** Write a 300 word response 1 reference/intext citation Due 2/6/2026 Turner Trauma and its affect on thoughts regarding distress as well as engagement with multiple treatment sys…

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Assignment Prompt & Instructions

[>Civil homework help](https://www.sweetstudy.com/fields/law-civil)

**files (1)**

– ## Response1.docx

**## Response1.docx**

Write a 300 word response 1 reference/intext citation

Due 2/6/2026

Turner

Trauma and its affect on thoughts regarding distress as well as engagement with multiple treatment system have major impact on victimology and child safety practice. Survivors of incident are inclined to postpone disclosing or misjudge the seriousness of crime various reasons. There are certain factors that reveals why victim is not able to maintain (Child Welfare Information, 2020). This aspect cannot be accountable in terms of a lie but consider as a sign of fear and stress related to the crime incident. It has been observed that trauma especially the case related to child safety repeated at a very tender age. This trauma impacts on the emotional control, attachment to caregivers, learning abilities and trust to children (Child Welfare Information, 2020). Through understanding the nature of trauma, the counselors can identify the reason behind the behavior of child help them not to recognize in form of behavior problem or as obstinate delinquency.

Those professionals associated to child welfare fully aware of the fact that trauma is not only links to child but also leave its impact family members and caregivers who also went through victimization. The majority of parents in the child welfare system have their unresolved trauma, and they have corresponding problems related to the interaction with the authority figures which influence their capacity to parent and make decisions related to parenting (Middleton et al., 2019). It is true that acknowledgment of trauma in children often ignore parents and caretaker (Simard et al., 2025). Then there is possibility that interventions increase the aspect of fear and depression in the family which dissuade them to have link with child welfare system. Through trauma-informed care, professionals can consider the attitude of children and their families in a way which foster stability rather than repetition of harm perpetuated.

Trauma-informed when applied to child welfare is the inclusion of trauma awareness into child welfare system policies, practices, and services delivered to children and their families. It does not just acknowledge the fact that trauma is common all through the life of children and families, but it also undertakes to prevent those practices that can re-traumatize them(Middleton et al., 2019). Some of these examples are the creation of consistent environments, respectful and open communication and involvement of families in planning and decision making. Employees are taught to identify trauma responses and react to them compassionately with the safety and responsibility of the child being their priority.It is crucial to opt trauma-informed approach where screening and assessment of children carry out to know past trauma and its impact in present time (Lotty, Kearns & Frederico, 2025). According to the needs of children, the services personalized for mental and emotional development. Children are assisted to develop resiliency, social supports, and evidence-based practices to overcome their stresses associated with trauma. It is also important to recognize that cultural factors contribute in trauma of children.

Self-care is essential among the people who undertake child protection services. Deliberate, intentional strategies can assist a child protection worker to be healthy: Emotional boundaries have to be established; regular supervision must be engaged in; and trauma processing opportunity should be permitted. Emotional boundaries are required to be checked to determine physical health (Middleton et al., 2019). The supportive relationship requires to build perspective and balance.Professionals must have ability to identify symptoms associated to stress, fatigue, and irritation help provide relevant assistance. Child welfare professionals will be more able to be effective, ethical, and emotionally available to their role as child welfare professionals working with at-risk children and families because they will be intentional and focused on their self-care and wellness.

**## Response1.docx**

Write a 300 word response 1 reference/intext citation

Due 2/6/2026

Turner

Trauma and its affect on thoughts regarding distress as well as engagement with multiple treatment system have major impact on victimology and child safety practice. Survivors of incident are inclined to postpone disclosing or misjudge the seriousness of crime various reasons. There are certain factors that reveals why victim is not able to maintain (Child Welfare Information, 2020). This aspect cannot be accountable in terms of a lie but consider as a sign of fear and stress related to the crime incident. It has been observed that trauma especially the case related to child safety repeated at a very tender age. This trauma impacts on the emotional control, attachment to caregivers, learning abilities and trust to children (Child Welfare Information, 2020). Through understanding the nature of trauma, the counselors can identify the reason behind the behavior of child help them not to recognize in form of behavior problem or as obstinate delinquency.

Those professionals associated to child welfare fully aware of the fact that trauma is not only links to child but also leave its impact family members and caregivers who also went through victimization. The majority of parents in the child welfare system have their unresolved trauma, and they have corresponding problems related to the interaction with the authority figures which influence their capacity to parent and make decisions related to parenting (Middleton et al., 2019). It is true that acknowledgment of trauma in children often ignore parents and caretaker (Simard et al., 2025). Then there is possibility that interventions increase the aspect of fear and depression in the family which dissuade them to have link with child welfare system. Through trauma-informed care, professionals can consider the attitude of children and their families in a way which foster stability rather than repetition of harm perpetuated.

Trauma-informed when applied to child welfare is the inclusion of trauma awareness into child welfare system policies, practices, and services delivered to children and their families. It does not just acknowledge the fact that trauma is common all through the life of children and families, but it also undertakes to prevent those practices that can re-traumatize them(Middleton et al., 2019). Some of these examples are the creation of consistent environments, respectful and open communication and involvement of families in planning and decision making. Employees are taught to identify trauma responses and react to them compassionately with the safety and responsibility of the child being their priority.It is crucial to opt trauma-informed approach where screening and assessment of children carry out to know past trauma and its impact in present time (Lotty, Kearns & Frederico, 2025). According to the needs of children, the services personalized for mental and emotional development. Children are assisted to develop resiliency, social supports, and evidence-based practices to overcome their stresses associated with trauma. It is also important to recognize that cultural factors contribute in trauma of children.

Self-care is essential among the people who undertake child protection services. Deliberate, intentional strategies can assist a child protection worker to be healthy: Emotional boundaries have to be established; regular supervision must be engaged in; and trauma processing opportunity should be permitted. Emotional boundaries are required to be checked to determine physical health (Middleton et al., 2019). The supportive relationship requires to build perspective and balance.Professionals must have ability to identify symptoms associated to stress, fatigue, and irritation help provide relevant assistance. Child welfare professionals will be more able to be effective, ethical, and emotionally available to their role as child welfare professionals working with at-risk children and families because they will be intentional and focused on their self-care and wellness.

November 6, 2026
[Solved] English homework

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November 6, 2026
[Solved] Prof Double R

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In your response to Benita and Kristy post, address the following: Compare the scaling challenges that you have chosen to the choices of your peers. Explain the importance of communication style and work collaboration processes in overcoming these challenges. Do you agree with the characteristics of…

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Assignment Prompt & Instructions

In your response to Benita and Kristy post, address the following:

Compare the scaling challenges that you have chosen to the choices of your peers. Explain the importance of communication style and work collaboration processes in overcoming these challenges.

Do you agree with the characteristics of managers identified by your peers? Justify your view.

Benita Post

My name is Benita. I am an MBA candidate focusing on operations and supply chain management. I also love what I do as a strategic program manager for a major telecom provider and one of the Big 4 here in Philly. When I’m not solving problems, creating culture and rocking it as a PM, you can find me reading, vibing to music, or building Lego models with my wife, Natalie. My life is pretty predictable, and that is by design.

Change is not easy, but it’s necessary for growth. As someone in corporate spaces where I am consistently preparing for or coaching people through situations that require change, I hope to learn more about effective ways to address the organization and its stakeholders about issues, the art of addressing resistance and challengers to organizational change, and how to maintain positive team moral when working through an organizational change.

Forbes (2022) describes scaling or scalability as “the ability of a company to increase its qualitatively constant output or revenue without the input resources or costs increasing to the same extent.” As an organization is looking to increase or grow its output or revenue, one key challenge it may come across is having inefficiencies in production or operations and not addressing these inefficiencies prior to expanding and adding more pressure (Francis, 2025). Another challenge that may be a factor is the speed at which the organization decides to scale. Scaling too fast can cause inefficiencies and unhappy stakeholders. If an organization decides to take their time, they are at risk of losing demand to its competitors.

Middle managers are truly the neck of any operation. Supervisors, team leaders, and managers typically have the buy-in of their team and should know how to motivate each employee through any change, to get things done. They are also privy to each employees’ strengths and talents, making it so that building a diverse team with a remarkable skill set is part of their arsenal.

I have seen and learned over time that the characteristics middle managers and team leaders should have to support a growing organization are highly effective communication skills, resilience, and attention to detail. These characteristics are key to delivering strategies, handling setbacks and stress in a highly stressful situation, and having the ability to address all elements of work, keeping focus on the organization’s goal and mission.

Kristy Post

My name is Kristy Rapp, and I am a licensed mental health counselor currently working as the Director of Quality Improvement for a small health plan in Massachusetts that primarily serves Medicaid members. Our plan operates in both Massachusetts and New Hampshire and, in addition to Medicaid, offers Exchange and Medicare lines of business. This course is particularly timely, as we recently insourced behavioral health services from a long-term vendor, and managing this expansion of day-to-day operations has presented several change management challenges. I believe this course will help me become more intentional about navigating change and better supporting my team through periods of growth.

One key challenge an organization faces when scaling is maintaining operational efficiency and consistent performance. As organizations grow, informal processes that once worked well often become insufficient. According to Greiner (1998), organizational growth introduces predictable periods of crisis that require changes in structure, leadership, and coordination. Without formal systems and clear role definitions, scaling can lead to inefficiencies, miscommunication, and declining performance.

A second challenge organizations encounter during growth is preserving organizational culture. Rapid expansion often requires onboarding new employees quickly, which can dilute shared values and norms if leadership is not intentional. Research by Klein et al. (2013) suggests that leadership behavior strongly influences organizational culture and overall effectiveness. When leaders fail to reinforce values consistently during periods of change, employee engagement and alignment may suffer.

Middle managers and team leaders play a critical role in navigating these challenges. They serve as the connection between executive leadership and frontline employees, translating strategic goals into daily actions while providing feedback upward. During growth, middle managers help stabilize teams by clarifying expectations, reinforcing cultural norms, and managing performance across expanding teams (Greiner, 1998).

To effectively support a growing organization, middle managers and team leaders should demonstrate strong communication skills, adaptability, and leadership awareness. Klein et al. (2013) emphasizes that effective leaders influence culture through their behaviors, decision-making, and interactions with employees. Additionally, middle managers must be capable of guiding teams through change, addressing uncertainty, and maintaining accountability as organizational complexity increases.

Overall, organizational growth presents both opportunities and challenges. By recognizing the predictable issues associated with scaling and empowering capable middle managers, organizations can sustain performance and culture throughout the growth process.

November 6, 2026
[Solved] 650 D4R

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November 6, 2026
[Solved] Addictions Case Study Part 1 Case Conceptualization

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PLEASE READ AND FOLLOW ALL INSTRUCTIONS! **files (27)** – ## AVisualGuidetoCannabisQuantities.docx – ## VIDEOS.docx – ## Toreviewtheassignmentinformation.docx – ## Read-MillerRollnickChapter6pp103-104.pdf – ## InstructionsassignAddictionsCaseStudyPart1CaseConceptualization.docx – ## IMPORTANTInstruc…

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PLEASE READ AND FOLLOW ALL INSTRUCTIONS!

**files (27)**

– ## AVisualGuidetoCannabisQuantities.docx

– ## VIDEOS.docx

– ## Toreviewtheassignmentinformation.docx

– ## Read-MillerRollnickChapter6pp103-104.pdf

– ## InstructionsassignAddictionsCaseStudyPart1CaseConceptualization.docx

– ## IMPORTANTInstructions.docx

– DSM-5pg643-652.pdf
– DSM-5pg553-562.pdf
– DSM-5pg593-602.pdf
– DSM-5pg653-662.pdf
– DSM-5pg563-572.pdf
– DSM-5pg583-592.pdf
– DSM-5pg663-665.pdf
– DSM-5pg633-642.pdf
– StagesofChangeTheory.pdf
– AddictionsCaseStudyCaseConceptualizationGenogramDrawingTemplate1.pdf
– DSM-5pg603-612.pdf
– DSM-5pg623-632.pdf
– DSM-5pg543-552.pdf
– DSM-5pg573-582.pdf
– DSM-5pg613-622.pdf
– StandardSymbolsforGenograms.pdf
– AddictionsCaseStudy-Part1CaseConceptualizationGradingRubric.pdf
– AddictionsCaseStudyNarrative.docx
– Read-MillerRollnickChapter5.pdf
– Read-MillerRollnickChapter6pp83-102.pdf
– Read-HartKsirChapters9.docx

**## AVisualGuidetoCannabisQuantities.docx**

**A Visual Guide to Cannabis Quantities**

![](https://www.sweetstudy.com/questions/addictions-case-study-part-1-case-conceptualization)

## image1.png

**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/905246/pages/watch-9-signs-of-a-high-functioning-alcoholic?module_item_id=100842134](https://canvas.liberty.edu/courses/905246/pages/watch-9-signs-of-a-high-functioning-alcoholic?module_item_id=100842134)

[https://canvas.liberty.edu/courses/905246/pages/watch-top-5-signs-of-alcoholism-in-2-minutes?module_item_id=100842141](https://canvas.liberty.edu/courses/905246/pages/watch-top-5-signs-of-alcoholism-in-2-minutes?module_item_id=100842141)

[https://canvas.liberty.edu/courses/905246/pages/watch-the-effects-of-cannabis-marijuana-on-the-brain-and-body?module_item_id=100842147](https://canvas.liberty.edu/courses/905246/pages/watch-the-effects-of-cannabis-marijuana-on-the-brain-and-body?module_item_id=100842147)

[https://canvas.liberty.edu/courses/905246/pages/watch-marijuana-heavy-users-risk-changes-to-brain?module_item_id=100842152](https://canvas.liberty.edu/courses/905246/pages/watch-marijuana-heavy-users-risk-changes-to-brain?module_item_id=100842152)

**## Toreviewtheassignmentinformation.docx**

To review the assignment information, click on the document name to view or download the document. Scroll to view or download the embedded rubric.

[Addictions Case Study: Part 1 – Case Conceptualization Assignment Instructions](https://canvas.liberty.edu/courses/905246/files/121266755?wrap=1) [Download Addictions Case Study: Part 1 – Case Conceptualization Assignment Instructions](https://canvas.liberty.edu/courses/905246/files/121266755/download?download_frd=1)

[Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template](https://canvas.liberty.edu/courses/905246/files/121266709?wrap=1) [Download Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template](https://canvas.liberty.edu/courses/905246/files/121266709/download?download_frd=1)

**Addictions Case Study: Part 1 – Case Conceptualization Resources**

·
[Addictions Case Study: Narrative](https://canvas.liberty.edu/courses/905246/files/121266705?wrap=1) [Download Addictions Case Study: Narrative](https://canvas.liberty.edu/courses/905246/files/121266705/download?download_frd=1)

·
[A Visual Guide to Cannabis QuantitiesLinks to an external site.](https://leafly-cms-production.imgix.net/wp-content/uploads/2014/11/17160510/Visual-Quantities-11.17-1.png)

·
[The Stages of ChangeLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK556005/)

·
[AUDIT The Alcohol Use Disorders Identification TestLinks to an external site.](https://nida.nih.gov/sites/default/files/files/AUDIT.pdf)

·
[Standard Symbols for GenogramsLinks to an external site.](http://stanfield.pbworks.com/f/explaining_genograms.pdf)

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click hereLinks to an external site..

**## Read-MillerRollnickChapter6pp103-104.pdf**

Evoking: “why would You go There?” 103

person’s voluntary choice or change. Verbal efforts to encourage people to
make particular choices are a mainstay, for example, in diabetes educa-
tion, health promotion, politics, and probation, and there are many dif-
ferent ways to do so.48 Advertising, sales, and marketing aim to influence
what people want. A method unique to MI is the evoking task described in
this chapter, selectively inviting and strengthening the person’s own change
talk. By definition, this is not external motivation for change; it relies on
and evokes the client’s own values and priorities. We do know from MI
research that what you ask, reflect, affirm, and summarize matter. Con-
sciously directional use of these OARS skills can increase clients’ change
talk, which in turn is associated with actual choice and change.

When, then, is it appropriate to use MI’s evoking skills to encourage
choice or change in a particular direction? This decision begins during the
focusing task in identifying the intended goals for change because you can-
not know what change talk to evoke until you know the intended direction
of change. A first and the most common reason for encouraging a particu-
lar change is that it’s what the client has asked you to do. In this case, the
person’s goals are in accord with your own, which is a precondition of a
positive working alliance.49

A second potential reason to favor a specific choice or change is that
it is the announced purpose of the service in which you work, and which
the client has entered voluntarily. Those walking through the doors of a
weight-loss clinic assume that the focus is on weight reduction. Similarly,
clients entering a smoking cessation clinic or an addiction treatment pro-
gram will not be surprised that the topic of conversation is substance use.
However, if the program only accepts particular goals (such as total life-
long abstinence rather than harm reduction), this requirement should be
made clear to clients from the outset. Similarly, pregnancy counseling set-
tings should inform potential clients if certain outcomes (such as abortion)
are not accepted there.

A third potential reason to encourage movement in a particular direc-
tion is the client’s imminent well-being. This involves clinical and ethical
judgments about what constitutes wellness and what is in the person’s best
interests. Workers on a suicide prevention hotline, for example, typically
have a clear hope of encouraging callers away from impulsively taking their
own lives. Health care practitioners hope to help their patients to regain
and retain health.

Finally, there are situations in which remaining neutral and not trying
to influence the direction of change could be considered unethical or mal-
practice. An obvious example is when a person’s behavior harms or endan-
gers others as in domestic violence, alcohol- impaired driving, and sexual
victimization. Those working in a smoking cessation or addiction treat-
ment program are not doing their job if they aren’t working to diminish
harmful substance use. Probation officers are seldom neutral about whether

Miller, W. R., & Rollnick, S. (2023). Motivational interviewing : Helping people change and grow. Guilford Publications.
Created from liberty on 2026-02-02 05:44:13.

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104 PraCTiCing Mi

to favor departure from criminal behavior. The question is how best to
encourage change if it is not the person’s initial intention. That is the actual
context in which MI was first developed. The evoking task searches within
clients to determine how change could be consistent with their own desires,
hopes, and values.

Should you perhaps first construct a decisional balance to determine
whether the person’s pro- change motivations outweigh their counterchange
motivations and only if so, then proceed to evoking? A complexity here is
that conducting a decisional balance procedure with ambivalent people is
not an inert intervention. It tends to reinforce ambivalence and decrease
motivation for change. The act of observing or measuring can itself influ-
ence what you are examining. Equally evoking pro- change and counter-
change motivations when someone is ambivalent appears to tip the balance
against change even if that is not your intention.50

Decisions in the focusing task about the appropriate direction for
choice and change are sometimes neither simple nor straightforward. Here
are some recent ethically contentious examples on which people may differ
passionately. Would you use MI to favor a particular choice or change in
each of these situations? Why or why not?

• Vaccination. During the COVID-19 pandemic, it was clear that vac-
cination had potential life-or-death consequences, not only for individuals
but for their family and those with whom they come into contact. MI was
used to encourage COVID-19 vaccination and can be used to address vac-
cine hesitancy more generally.51

• Organ donation. Organ donation is an autonomous choice for the
donor but a matter of life and death for the recipient of transplantation. If
potential untoward effects for the donor are known, should MI be used to
encourage organ donation to save a life?

• Euthanasia. Should a terminally ill patient be encouraged to endure
suffering and await natural causes of death, or should they be assisted in a
chosen ending of life?

• Harm reduction. Should a heroin user be helped to exchange used
needles for clean syringes and engage in other safe- injection procedures?

• Pregnancy counseling. Should a pregnant woman be persuaded to
carry her child to term rather than choosing an abortion?

• Contraception. Should a sexually active teenager be encouraged to
use condoms?

• Interrogation. If an incarcerated detainee has vital knowledge that
could save the lives of others, what should be done to obtain such high-
value information?52

Miller, W. R., & Rollnick, S. (2023). Motivational interviewing : Helping people change and grow. Guilford Publications.
Created from liberty on 2026-02-02 05:44:13.

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**## InstructionsassignAddictionsCaseStudyPart1CaseConceptualization.docx**

EDCO 740

**Addictions Case Study: Part 1 – Case Conceptualization**

**Assignment Instructions**

**Overview**

The
**Addictions Case Study Assignment** is designed to help you make application of course content to a potential counseling situation. The assignment will be divided up into three parts:
**Addictions Case Study: Part 1 – Case Conceptualization Assignment, Addictions Case Study: Part 2 – Diagnostic Impressions Assignment, and Addictions Case Study: Part 3 – Treatment Plan Assignment.**

**General Paper Instructions**

The general requirements for the paper are:

· A medium-length paper (about a 7- to 9-page summary, not including the title and references pages –
no abstract is needed).

· This is to be formatted in the most current APA style.

· Use a minimum of three journals, books, and our textbooks references, NOT websites!

**Assignment Specific Instructions**

For the
**Addictions Case Study: Part 1 – Case Conceptualization Assignment**, using the
**Addictions Case Study: Narrative** discussing Marci, you will begin to get your mind “wrapped around” what she is presenting to you through writing this conceptualization paper. Note that each bullet below is required to be a minimum of one paragraph! In your write-up, you will need to provide (review rubric for more detail):

· In the first paragraph, write a short synopsis of this client, expounding on her presenting problem, substance history, and what issues you believe are most important to tackle.

· Next, write out the substances that she is/has used (past and current). As you write each one, include the “normal” way they are used (e.g., smoking, injecting, etc.), what the general “addictive” effects are (e.g., feelings of euphoria, well-being, etc.), and any harmful side-effects they can produce (e.g., nausea, vomiting, etc.).

· Then, look for any possible dangers to the client, and how would you try to remove the danger(s)? What “stage of change” is she in? (Refer to your textbook; students can also view
**The Stages of Change** under
**Addictions Case Study: Part 1 – Case Conceptualization Resources** for a good description of each stage of change).

· Using the
**Addictions Case Study: Narrative**, fill out and score the
full **AUDIT The Alcohol Use Disorders Identification Test** questionnaire (10 questions) found under
**Addictions Case Study: Part 1 – Case Conceptualization Resources.** THEN, in a good paragraph, briefly explain each item and score you chose that you believe Marci meets based on her narrative, and then using
**AUDIT The Alcohol Use Disorders Identification Test** briefly explain what her total score means.

· What in- or out-patient referrals as well as other resources would you want to put in place for this client (minimum of three,
each separated as “bullet-points”)? Provide your reasoning with each one.

· What questions would you have wanted to ask that did not get asked or shown in the case study narrative (minimum of two)?

To assist in making sure that all sections/parts are submitted, divide your paper up as follows (starting on p. 2):

**Title of Paper**

**Brief Summary**

**Past and Current Substances Used and their Effects**

**Name of First Substance**

**Name of Second Substance** _(continue on in the same manner if you spot more than two)_

**Risks/Dangers for Client**

**AUDIT Scores and Explanation**

**Referrals/Resources/Recommendations**

**Questions**

**References**

On the last page (or this can be attached or uploaded separately when you are submitting the paper), you will show an “Addictions Genogram” using the
**Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template** provided or draw your own. It needs to show three levels of family (Marci & her siblings, her parents, and her grandparents). You can simply take a picture of it and upload it, or use this handy little app, to take a picture of your drawing with your camera phone, and turn your picture into a PDF, which makes it easier for uploading:

**Explore: Cam Scanner App**, found under the
**Learn** section.

**An**
**_Addictions Genogram_ is the same as the normal genogram used in families, but here, you**
**actually**
**_list the_ _substances_ that family members have used,**
**_as well as_ the relationships you may see.**
**A short example is shown here:**

**Frank**

**Frank, 40yo; started drinking at 14yo; experimented w/ barbiturates & meth; 7 yrs of drinking beer 5+/day; daily heroin use for last 4 yrs; 15 yrs of cannabis use; Rx for Ritalin at 11yo for ADHD, Xanax at 18yo for depression & anxiety**

****Peggy****

**\/\/\/\/\/\/\/\/\/\/\/\/\/**

****Susie****

**As with normal Genograms, you will want to show names, ages, who is deceased, etc., of any information you can glean from the narrative. If you need a reminder of the symbols, you can view**
****Standard Symbols for Genograms** found under**
****Addictions Case Study: Part 1 – Case Conceptualization Resources**.**

**IMPORTANT: Your genogram drawing must have all THREE parts to receive full points: 1) three levels of family (Marci & her siblings, her parents, and her grandparents); 2) showing the types of relationship symbols you see between family members; and 3) listing the substances that family members have used/are used beside their name based on the narrative.**

**Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.**

**Page 2 of 2**

**## IMPORTANTInstructions.docx**

**Week 3**

**Week 3 Announcement**

It's hard to believe we are already beginning the third week of class.

**\*\*\*\* Note: I encourage you to print out this message and refer to the highlighted points below when working**
**on your first assignment.**

Module/Week 3 will assist you in understanding how alcohol is processed by the body and the behavioral effects that result. The role of Alcoholics Anonymous in promoting the disease model of alcohol dependence will be explored along with genetic influences on the risk of developing alcohol dependence. The process of focusing in Motivational Interviewing (MI) to include the general counseling styles of directing, guiding, and following will be explored. The readings will also assist you in understanding how marijuana is processed by the body and the behavioral, physiological, and psychological effects that result. There will also be a discussion of the relationship between marijuana, cannabis, and THC. You will be able to apply the ethical considerations of nonmaleficence, beneficence, autonomy, and justice to counseling situations.

The process of focusing in Motivational Interviewing (MI) to include the general counseling styles of
_directing_,
_guiding_, and
_following_ will be explored. The use of agenda mapping in MI will also be examined.  Additionally, ethical guidelines for the practice of Motivational Interviewing (MI) will be explored. The processes of providing
_information_,
_giving advice_, and
_using self-disclosure_ with MI will also be examined.

Review your assignments due this week.

**Please organize your paper in the format as the grading rubric, following the assignment instructions.**

**Note the highlighted areas that must be included.**

| |
| — |
| |
| **Introduction – 10 pts.**<br>Synopsis paragraph is clear, concise, understandable; covers: <br>**presenting problem, substance history, all substances used, side effects, and most important issues.** |
| **Dangers and Risks – 5 pts.**<br>Potential dangers/risks for the client clearly shown. Risk management steps shown. Correct stage of change given.<br>**_Don't forget to cite the stage of change._** |
| **AUDIT Items 15 pts.**<br>All pertinent AUDIT items shown. Correct total score shown.  Explanation of how points distributed, and total score arrived at shown. |
| **Referrals -15 pts.**<br>Possible referrals – minimum of three “bullet-points” (5 points apiece).<br>Be sure to <br>**use bullet points** here! |
| **Questions – 5 pts.**<br>Minimum of two questions would have asked client shown. Questions are well-done and pertinent to the client’s life and narrative.<br>_State the questions in the same format as the_<br>_**actual questions** you would ask Marci._ |
| **Addictions Genogram -20 pts.**<br>**3 levels** of a basic genogram completely shown.  Genogram <br>**relationships** completely shown. <br>**All substance usage** by family members shown.<br> <br>**Please copy and paste into your paper – don't submit a separate document!** |
| |
| |
| **Organization – 10 pts**.<br> <br>All required elements are included and presented with strong headings and organizational clarity. There are clear transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement. |
| **Style – 10 pts.**<br>The paper properly uses current APA style. Proper headings, in-text citations, and references are formatted correctly. The paper reflects a graduate level voice and vocabulary. There are very few spelling and grammar errors. |
| **Sources – 10 pts.**<br>The Reference page meets or exceeds the <br>**three** sources. All sources are referenced throughout the paper. |

**\*\*\* Many students lose points because they don't list the "questions for client" in the format of the**
**_actual questions you would use if talking to Marci._**
**\*\*\* Please make genogram part of your paper, not a separate document.**

***** All submissions must be in MS Word (NOT PDF).**

Also, make sure to save this in the way I ask:

**last name first name assignment         example:     SmithJohn – casepart1**

Remember that ALL papers submitted for grading
**must be in Microsoft Word ( .doc   or   .docx  )**. If I cannot open it, I cannot grade it, and you may get a zero for the assignment!

Blessings to all for a fruitful week.

**DSM-5pg643-652.pdf**

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**DSM-5pg553-562.pdf**

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**DSM-5pg593-602.pdf**

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**DSM-5pg653-662.pdf**

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**DSM-5pg563-572.pdf**

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**DSM-5pg583-592.pdf**

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**DSM-5pg663-665.pdf**

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**DSM-5pg633-642.pdf**

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**StagesofChangeTheory.pdf**

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**AddictionsCaseStudyCaseConceptualizationGenogramDrawingTemplate1.pdf**

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**DSM-5pg603-612.pdf**

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**DSM-5pg623-632.pdf**

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**DSM-5pg543-552.pdf**

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**DSM-5pg573-582.pdf**

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**DSM-5pg613-622.pdf**

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**StandardSymbolsforGenograms.pdf**

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**AddictionsCaseStudy-Part1CaseConceptualizationGradingRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/addictionscasestudy-part1caseconceptualizationgradingrubric-pdf)

**AddictionsCaseStudyNarrative.docx**

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**Read-MillerRollnickChapter5.pdf**

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**Read-MillerRollnickChapter6pp83-102.pdf**

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**Read-HartKsirChapters9.docx**

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**Read-HartKsirChapters9.docx**

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**## AVisualGuidetoCannabisQuantities.docx**

**A Visual Guide to Cannabis Quantities**

![](https://www.sweetstudy.com/questions/addictions-case-study-part-1-case-conceptualization)

## image1.png

**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/905246/pages/watch-9-signs-of-a-high-functioning-alcoholic?module_item_id=100842134](https://canvas.liberty.edu/courses/905246/pages/watch-9-signs-of-a-high-functioning-alcoholic?module_item_id=100842134)

[https://canvas.liberty.edu/courses/905246/pages/watch-top-5-signs-of-alcoholism-in-2-minutes?module_item_id=100842141](https://canvas.liberty.edu/courses/905246/pages/watch-top-5-signs-of-alcoholism-in-2-minutes?module_item_id=100842141)

[https://canvas.liberty.edu/courses/905246/pages/watch-the-effects-of-cannabis-marijuana-on-the-brain-and-body?module_item_id=100842147](https://canvas.liberty.edu/courses/905246/pages/watch-the-effects-of-cannabis-marijuana-on-the-brain-and-body?module_item_id=100842147)

[https://canvas.liberty.edu/courses/905246/pages/watch-marijuana-heavy-users-risk-changes-to-brain?module_item_id=100842152](https://canvas.liberty.edu/courses/905246/pages/watch-marijuana-heavy-users-risk-changes-to-brain?module_item_id=100842152)

**## Toreviewtheassignmentinformation.docx**

To review the assignment information, click on the document name to view or download the document. Scroll to view or download the embedded rubric.

[Addictions Case Study: Part 1 – Case Conceptualization Assignment Instructions](https://canvas.liberty.edu/courses/905246/files/121266755?wrap=1) [Download Addictions Case Study: Part 1 – Case Conceptualization Assignment Instructions](https://canvas.liberty.edu/courses/905246/files/121266755/download?download_frd=1)

[Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template](https://canvas.liberty.edu/courses/905246/files/121266709?wrap=1) [Download Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template](https://canvas.liberty.edu/courses/905246/files/121266709/download?download_frd=1)

**Addictions Case Study: Part 1 – Case Conceptualization Resources**

·
[Addictions Case Study: Narrative](https://canvas.liberty.edu/courses/905246/files/121266705?wrap=1) [Download Addictions Case Study: Narrative](https://canvas.liberty.edu/courses/905246/files/121266705/download?download_frd=1)

·
[A Visual Guide to Cannabis QuantitiesLinks to an external site.](https://leafly-cms-production.imgix.net/wp-content/uploads/2014/11/17160510/Visual-Quantities-11.17-1.png)

·
[The Stages of ChangeLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK556005/)

·
[AUDIT The Alcohol Use Disorders Identification TestLinks to an external site.](https://nida.nih.gov/sites/default/files/files/AUDIT.pdf)

·
[Standard Symbols for GenogramsLinks to an external site.](http://stanfield.pbworks.com/f/explaining_genograms.pdf)

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click hereLinks to an external site..

**## Read-MillerRollnickChapter6pp103-104.pdf**

Evoking: “why would You go There?” 103

person’s voluntary choice or change. Verbal efforts to encourage people to
make particular choices are a mainstay, for example, in diabetes educa-
tion, health promotion, politics, and probation, and there are many dif-
ferent ways to do so.48 Advertising, sales, and marketing aim to influence
what people want. A method unique to MI is the evoking task described in
this chapter, selectively inviting and strengthening the person’s own change
talk. By definition, this is not external motivation for change; it relies on
and evokes the client’s own values and priorities. We do know from MI
research that what you ask, reflect, affirm, and summarize matter. Con-
sciously directional use of these OARS skills can increase clients’ change
talk, which in turn is associated with actual choice and change.

When, then, is it appropriate to use MI’s evoking skills to encourage
choice or change in a particular direction? This decision begins during the
focusing task in identifying the intended goals for change because you can-
not know what change talk to evoke until you know the intended direction
of change. A first and the most common reason for encouraging a particu-
lar change is that it’s what the client has asked you to do. In this case, the
person’s goals are in accord with your own, which is a precondition of a
positive working alliance.49

A second potential reason to favor a specific choice or change is that
it is the announced purpose of the service in which you work, and which
the client has entered voluntarily. Those walking through the doors of a
weight-loss clinic assume that the focus is on weight reduction. Similarly,
clients entering a smoking cessation clinic or an addiction treatment pro-
gram will not be surprised that the topic of conversation is substance use.
However, if the program only accepts particular goals (such as total life-
long abstinence rather than harm reduction), this requirement should be
made clear to clients from the outset. Similarly, pregnancy counseling set-
tings should inform potential clients if certain outcomes (such as abortion)
are not accepted there.

A third potential reason to encourage movement in a particular direc-
tion is the client’s imminent well-being. This involves clinical and ethical
judgments about what constitutes wellness and what is in the person’s best
interests. Workers on a suicide prevention hotline, for example, typically
have a clear hope of encouraging callers away from impulsively taking their
own lives. Health care practitioners hope to help their patients to regain
and retain health.

Finally, there are situations in which remaining neutral and not trying
to influence the direction of change could be considered unethical or mal-
practice. An obvious example is when a person’s behavior harms or endan-
gers others as in domestic violence, alcohol- impaired driving, and sexual
victimization. Those working in a smoking cessation or addiction treat-
ment program are not doing their job if they aren’t working to diminish
harmful substance use. Probation officers are seldom neutral about whether

Miller, W. R., & Rollnick, S. (2023). Motivational interviewing : Helping people change and grow. Guilford Publications.
Created from liberty on 2026-02-02 05:44:13.

C
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104 PraCTiCing Mi

to favor departure from criminal behavior. The question is how best to
encourage change if it is not the person’s initial intention. That is the actual
context in which MI was first developed. The evoking task searches within
clients to determine how change could be consistent with their own desires,
hopes, and values.

Should you perhaps first construct a decisional balance to determine
whether the person’s pro- change motivations outweigh their counterchange
motivations and only if so, then proceed to evoking? A complexity here is
that conducting a decisional balance procedure with ambivalent people is
not an inert intervention. It tends to reinforce ambivalence and decrease
motivation for change. The act of observing or measuring can itself influ-
ence what you are examining. Equally evoking pro- change and counter-
change motivations when someone is ambivalent appears to tip the balance
against change even if that is not your intention.50

Decisions in the focusing task about the appropriate direction for
choice and change are sometimes neither simple nor straightforward. Here
are some recent ethically contentious examples on which people may differ
passionately. Would you use MI to favor a particular choice or change in
each of these situations? Why or why not?

• Vaccination. During the COVID-19 pandemic, it was clear that vac-
cination had potential life-or-death consequences, not only for individuals
but for their family and those with whom they come into contact. MI was
used to encourage COVID-19 vaccination and can be used to address vac-
cine hesitancy more generally.51

• Organ donation. Organ donation is an autonomous choice for the
donor but a matter of life and death for the recipient of transplantation. If
potential untoward effects for the donor are known, should MI be used to
encourage organ donation to save a life?

• Euthanasia. Should a terminally ill patient be encouraged to endure
suffering and await natural causes of death, or should they be assisted in a
chosen ending of life?

• Harm reduction. Should a heroin user be helped to exchange used
needles for clean syringes and engage in other safe- injection procedures?

• Pregnancy counseling. Should a pregnant woman be persuaded to
carry her child to term rather than choosing an abortion?

• Contraception. Should a sexually active teenager be encouraged to
use condoms?

• Interrogation. If an incarcerated detainee has vital knowledge that
could save the lives of others, what should be done to obtain such high-
value information?52

Miller, W. R., & Rollnick, S. (2023). Motivational interviewing : Helping people change and grow. Guilford Publications.
Created from liberty on 2026-02-02 05:44:13.

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**## InstructionsassignAddictionsCaseStudyPart1CaseConceptualization.docx**

EDCO 740

**Addictions Case Study: Part 1 – Case Conceptualization**

**Assignment Instructions**

**Overview**

The
**Addictions Case Study Assignment** is designed to help you make application of course content to a potential counseling situation. The assignment will be divided up into three parts:
**Addictions Case Study: Part 1 – Case Conceptualization Assignment, Addictions Case Study: Part 2 – Diagnostic Impressions Assignment, and Addictions Case Study: Part 3 – Treatment Plan Assignment.**

**General Paper Instructions**

The general requirements for the paper are:

· A medium-length paper (about a 7- to 9-page summary, not including the title and references pages –
no abstract is needed).

· This is to be formatted in the most current APA style.

· Use a minimum of three journals, books, and our textbooks references, NOT websites!

**Assignment Specific Instructions**

For the
**Addictions Case Study: Part 1 – Case Conceptualization Assignment**, using the
**Addictions Case Study: Narrative** discussing Marci, you will begin to get your mind “wrapped around” what she is presenting to you through writing this conceptualization paper. Note that each bullet below is required to be a minimum of one paragraph! In your write-up, you will need to provide (review rubric for more detail):

· In the first paragraph, write a short synopsis of this client, expounding on her presenting problem, substance history, and what issues you believe are most important to tackle.

· Next, write out the substances that she is/has used (past and current). As you write each one, include the “normal” way they are used (e.g., smoking, injecting, etc.), what the general “addictive” effects are (e.g., feelings of euphoria, well-being, etc.), and any harmful side-effects they can produce (e.g., nausea, vomiting, etc.).

· Then, look for any possible dangers to the client, and how would you try to remove the danger(s)? What “stage of change” is she in? (Refer to your textbook; students can also view
**The Stages of Change** under
**Addictions Case Study: Part 1 – Case Conceptualization Resources** for a good description of each stage of change).

· Using the
**Addictions Case Study: Narrative**, fill out and score the
full **AUDIT The Alcohol Use Disorders Identification Test** questionnaire (10 questions) found under
**Addictions Case Study: Part 1 – Case Conceptualization Resources.** THEN, in a good paragraph, briefly explain each item and score you chose that you believe Marci meets based on her narrative, and then using
**AUDIT The Alcohol Use Disorders Identification Test** briefly explain what her total score means.

· What in- or out-patient referrals as well as other resources would you want to put in place for this client (minimum of three,
each separated as “bullet-points”)? Provide your reasoning with each one.

· What questions would you have wanted to ask that did not get asked or shown in the case study narrative (minimum of two)?

To assist in making sure that all sections/parts are submitted, divide your paper up as follows (starting on p. 2):

**Title of Paper**

**Brief Summary**

**Past and Current Substances Used and their Effects**

**Name of First Substance**

**Name of Second Substance** _(continue on in the same manner if you spot more than two)_

**Risks/Dangers for Client**

**AUDIT Scores and Explanation**

**Referrals/Resources/Recommendations**

**Questions**

**References**

On the last page (or this can be attached or uploaded separately when you are submitting the paper), you will show an “Addictions Genogram” using the
**Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template** provided or draw your own. It needs to show three levels of family (Marci & her siblings, her parents, and her grandparents). You can simply take a picture of it and upload it, or use this handy little app, to take a picture of your drawing with your camera phone, and turn your picture into a PDF, which makes it easier for uploading:

**Explore: Cam Scanner App**, found under the
**Learn** section.

**An**
**_Addictions Genogram_ is the same as the normal genogram used in families, but here, you**
**actually**
**_list the_ _substances_ that family members have used,**
**_as well as_ the relationships you may see.**
**A short example is shown here:**

**Frank**

**Frank, 40yo; started drinking at 14yo; experimented w/ barbiturates & meth; 7 yrs of drinking beer 5+/day; daily heroin use for last 4 yrs; 15 yrs of cannabis use; Rx for Ritalin at 11yo for ADHD, Xanax at 18yo for depression & anxiety**

****Peggy****

**\/\/\/\/\/\/\/\/\/\/\/\/\/**

****Susie****

**As with normal Genograms, you will want to show names, ages, who is deceased, etc., of any information you can glean from the narrative. If you need a reminder of the symbols, you can view**
****Standard Symbols for Genograms** found under**
****Addictions Case Study: Part 1 – Case Conceptualization Resources**.**

**IMPORTANT: Your genogram drawing must have all THREE parts to receive full points: 1) three levels of family (Marci & her siblings, her parents, and her grandparents); 2) showing the types of relationship symbols you see between family members; and 3) listing the substances that family members have used/are used beside their name based on the narrative.**

**Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.**

**Page 2 of 2**

**## IMPORTANTInstructions.docx**

**Week 3**

**Week 3 Announcement**

It's hard to believe we are already beginning the third week of class.

**\*\*\*\* Note: I encourage you to print out this message and refer to the highlighted points below when working**
**on your first assignment.**

Module/Week 3 will assist you in understanding how alcohol is processed by the body and the behavioral effects that result. The role of Alcoholics Anonymous in promoting the disease model of alcohol dependence will be explored along with genetic influences on the risk of developing alcohol dependence. The process of focusing in Motivational Interviewing (MI) to include the general counseling styles of directing, guiding, and following will be explored. The readings will also assist you in understanding how marijuana is processed by the body and the behavioral, physiological, and psychological effects that result. There will also be a discussion of the relationship between marijuana, cannabis, and THC. You will be able to apply the ethical considerations of nonmaleficence, beneficence, autonomy, and justice to counseling situations.

The process of focusing in Motivational Interviewing (MI) to include the general counseling styles of
_directing_,
_guiding_, and
_following_ will be explored. The use of agenda mapping in MI will also be examined.  Additionally, ethical guidelines for the practice of Motivational Interviewing (MI) will be explored. The processes of providing
_information_,
_giving advice_, and
_using self-disclosure_ with MI will also be examined.

Review your assignments due this week.

**Please organize your paper in the format as the grading rubric, following the assignment instructions.**

**Note the highlighted areas that must be included.**

| |
| — |
| |
| **Introduction – 10 pts.**<br>Synopsis paragraph is clear, concise, understandable; covers: <br>**presenting problem, substance history, all substances used, side effects, and most important issues.** |
| **Dangers and Risks – 5 pts.**<br>Potential dangers/risks for the client clearly shown. Risk management steps shown. Correct stage of change given.<br>**_Don't forget to cite the stage of change._** |
| **AUDIT Items 15 pts.**<br>All pertinent AUDIT items shown. Correct total score shown.  Explanation of how points distributed, and total score arrived at shown. |
| **Referrals -15 pts.**<br>Possible referrals – minimum of three “bullet-points” (5 points apiece).<br>Be sure to <br>**use bullet points** here! |
| **Questions – 5 pts.**<br>Minimum of two questions would have asked client shown. Questions are well-done and pertinent to the client’s life and narrative.<br>_State the questions in the same format as the_<br>_**actual questions** you would ask Marci._ |
| **Addictions Genogram -20 pts.**<br>**3 levels** of a basic genogram completely shown.  Genogram <br>**relationships** completely shown. <br>**All substance usage** by family members shown.<br> <br>**Please copy and paste into your paper – don't submit a separate document!** |
| |
| |
| **Organization – 10 pts**.<br> <br>All required elements are included and presented with strong headings and organizational clarity. There are clear transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement. |
| **Style – 10 pts.**<br>The paper properly uses current APA style. Proper headings, in-text citations, and references are formatted correctly. The paper reflects a graduate level voice and vocabulary. There are very few spelling and grammar errors. |
| **Sources – 10 pts.**<br>The Reference page meets or exceeds the <br>**three** sources. All sources are referenced throughout the paper. |

**\*\*\* Many students lose points because they don't list the "questions for client" in the format of the**
**_actual questions you would use if talking to Marci._**
**\*\*\* Please make genogram part of your paper, not a separate document.**

***** All submissions must be in MS Word (NOT PDF).**

Also, make sure to save this in the way I ask:

**last name first name assignment         example:     SmithJohn – casepart1**

Remember that ALL papers submitted for grading
**must be in Microsoft Word ( .doc   or   .docx  )**. If I cannot open it, I cannot grade it, and you may get a zero for the assignment!

Blessings to all for a fruitful week.

**DSM-5pg643-652.pdf**

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**DSM-5pg553-562.pdf**

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**DSM-5pg593-602.pdf**

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**DSM-5pg653-662.pdf**

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**DSM-5pg563-572.pdf**

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**DSM-5pg583-592.pdf**

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**DSM-5pg663-665.pdf**

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**DSM-5pg633-642.pdf**

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**StagesofChangeTheory.pdf**

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**AddictionsCaseStudyCaseConceptualizationGenogramDrawingTemplate1.pdf**

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**DSM-5pg603-612.pdf**

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**DSM-5pg623-632.pdf**

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**DSM-5pg543-552.pdf**

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**DSM-5pg573-582.pdf**

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**DSM-5pg613-622.pdf**

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**StandardSymbolsforGenograms.pdf**

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**AddictionsCaseStudy-Part1CaseConceptualizationGradingRubric.pdf**

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**AddictionsCaseStudyNarrative.docx**

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**Read-MillerRollnickChapter5.pdf**

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**Read-MillerRollnickChapter6pp83-102.pdf**

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**Read-HartKsirChapters9.docx**

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**## AVisualGuidetoCannabisQuantities.docx**

**A Visual Guide to Cannabis Quantities**

![](https://www.sweetstudy.com/questions/addictions-case-study-part-1-case-conceptualization)

## image1.png

**## VIDEOS.docx**

**VIDEOS**

[https://canvas.liberty.edu/courses/905246/pages/watch-9-signs-of-a-high-functioning-alcoholic?module_item_id=100842134](https://canvas.liberty.edu/courses/905246/pages/watch-9-signs-of-a-high-functioning-alcoholic?module_item_id=100842134)

[https://canvas.liberty.edu/courses/905246/pages/watch-top-5-signs-of-alcoholism-in-2-minutes?module_item_id=100842141](https://canvas.liberty.edu/courses/905246/pages/watch-top-5-signs-of-alcoholism-in-2-minutes?module_item_id=100842141)

[https://canvas.liberty.edu/courses/905246/pages/watch-the-effects-of-cannabis-marijuana-on-the-brain-and-body?module_item_id=100842147](https://canvas.liberty.edu/courses/905246/pages/watch-the-effects-of-cannabis-marijuana-on-the-brain-and-body?module_item_id=100842147)

[https://canvas.liberty.edu/courses/905246/pages/watch-marijuana-heavy-users-risk-changes-to-brain?module_item_id=100842152](https://canvas.liberty.edu/courses/905246/pages/watch-marijuana-heavy-users-risk-changes-to-brain?module_item_id=100842152)

**## Toreviewtheassignmentinformation.docx**

To review the assignment information, click on the document name to view or download the document. Scroll to view or download the embedded rubric.

[Addictions Case Study: Part 1 – Case Conceptualization Assignment Instructions](https://canvas.liberty.edu/courses/905246/files/121266755?wrap=1) [Download Addictions Case Study: Part 1 – Case Conceptualization Assignment Instructions](https://canvas.liberty.edu/courses/905246/files/121266755/download?download_frd=1)

[Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template](https://canvas.liberty.edu/courses/905246/files/121266709?wrap=1) [Download Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template](https://canvas.liberty.edu/courses/905246/files/121266709/download?download_frd=1)

**Addictions Case Study: Part 1 – Case Conceptualization Resources**

·
[Addictions Case Study: Narrative](https://canvas.liberty.edu/courses/905246/files/121266705?wrap=1) [Download Addictions Case Study: Narrative](https://canvas.liberty.edu/courses/905246/files/121266705/download?download_frd=1)

·
[A Visual Guide to Cannabis QuantitiesLinks to an external site.](https://leafly-cms-production.imgix.net/wp-content/uploads/2014/11/17160510/Visual-Quantities-11.17-1.png)

·
[The Stages of ChangeLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK556005/)

·
[AUDIT The Alcohol Use Disorders Identification TestLinks to an external site.](https://nida.nih.gov/sites/default/files/files/AUDIT.pdf)

·
[Standard Symbols for GenogramsLinks to an external site.](http://stanfield.pbworks.com/f/explaining_genograms.pdf)

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click hereLinks to an external site..

**## Read-MillerRollnickChapter6pp103-104.pdf**

Evoking: “why would You go There?” 103

person’s voluntary choice or change. Verbal efforts to encourage people to
make particular choices are a mainstay, for example, in diabetes educa-
tion, health promotion, politics, and probation, and there are many dif-
ferent ways to do so.48 Advertising, sales, and marketing aim to influence
what people want. A method unique to MI is the evoking task described in
this chapter, selectively inviting and strengthening the person’s own change
talk. By definition, this is not external motivation for change; it relies on
and evokes the client’s own values and priorities. We do know from MI
research that what you ask, reflect, affirm, and summarize matter. Con-
sciously directional use of these OARS skills can increase clients’ change
talk, which in turn is associated with actual choice and change.

When, then, is it appropriate to use MI’s evoking skills to encourage
choice or change in a particular direction? This decision begins during the
focusing task in identifying the intended goals for change because you can-
not know what change talk to evoke until you know the intended direction
of change. A first and the most common reason for encouraging a particu-
lar change is that it’s what the client has asked you to do. In this case, the
person’s goals are in accord with your own, which is a precondition of a
positive working alliance.49

A second potential reason to favor a specific choice or change is that
it is the announced purpose of the service in which you work, and which
the client has entered voluntarily. Those walking through the doors of a
weight-loss clinic assume that the focus is on weight reduction. Similarly,
clients entering a smoking cessation clinic or an addiction treatment pro-
gram will not be surprised that the topic of conversation is substance use.
However, if the program only accepts particular goals (such as total life-
long abstinence rather than harm reduction), this requirement should be
made clear to clients from the outset. Similarly, pregnancy counseling set-
tings should inform potential clients if certain outcomes (such as abortion)
are not accepted there.

A third potential reason to encourage movement in a particular direc-
tion is the client’s imminent well-being. This involves clinical and ethical
judgments about what constitutes wellness and what is in the person’s best
interests. Workers on a suicide prevention hotline, for example, typically
have a clear hope of encouraging callers away from impulsively taking their
own lives. Health care practitioners hope to help their patients to regain
and retain health.

Finally, there are situations in which remaining neutral and not trying
to influence the direction of change could be considered unethical or mal-
practice. An obvious example is when a person’s behavior harms or endan-
gers others as in domestic violence, alcohol- impaired driving, and sexual
victimization. Those working in a smoking cessation or addiction treat-
ment program are not doing their job if they aren’t working to diminish
harmful substance use. Probation officers are seldom neutral about whether

Miller, W. R., & Rollnick, S. (2023). Motivational interviewing : Helping people change and grow. Guilford Publications.
Created from liberty on 2026-02-02 05:44:13.

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104 PraCTiCing Mi

to favor departure from criminal behavior. The question is how best to
encourage change if it is not the person’s initial intention. That is the actual
context in which MI was first developed. The evoking task searches within
clients to determine how change could be consistent with their own desires,
hopes, and values.

Should you perhaps first construct a decisional balance to determine
whether the person’s pro- change motivations outweigh their counterchange
motivations and only if so, then proceed to evoking? A complexity here is
that conducting a decisional balance procedure with ambivalent people is
not an inert intervention. It tends to reinforce ambivalence and decrease
motivation for change. The act of observing or measuring can itself influ-
ence what you are examining. Equally evoking pro- change and counter-
change motivations when someone is ambivalent appears to tip the balance
against change even if that is not your intention.50

Decisions in the focusing task about the appropriate direction for
choice and change are sometimes neither simple nor straightforward. Here
are some recent ethically contentious examples on which people may differ
passionately. Would you use MI to favor a particular choice or change in
each of these situations? Why or why not?

• Vaccination. During the COVID-19 pandemic, it was clear that vac-
cination had potential life-or-death consequences, not only for individuals
but for their family and those with whom they come into contact. MI was
used to encourage COVID-19 vaccination and can be used to address vac-
cine hesitancy more generally.51

• Organ donation. Organ donation is an autonomous choice for the
donor but a matter of life and death for the recipient of transplantation. If
potential untoward effects for the donor are known, should MI be used to
encourage organ donation to save a life?

• Euthanasia. Should a terminally ill patient be encouraged to endure
suffering and await natural causes of death, or should they be assisted in a
chosen ending of life?

• Harm reduction. Should a heroin user be helped to exchange used
needles for clean syringes and engage in other safe- injection procedures?

• Pregnancy counseling. Should a pregnant woman be persuaded to
carry her child to term rather than choosing an abortion?

• Contraception. Should a sexually active teenager be encouraged to
use condoms?

• Interrogation. If an incarcerated detainee has vital knowledge that
could save the lives of others, what should be done to obtain such high-
value information?52

Miller, W. R., & Rollnick, S. (2023). Motivational interviewing : Helping people change and grow. Guilford Publications.
Created from liberty on 2026-02-02 05:44:13.

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**## InstructionsassignAddictionsCaseStudyPart1CaseConceptualization.docx**

EDCO 740

**Addictions Case Study: Part 1 – Case Conceptualization**

**Assignment Instructions**

**Overview**

The
**Addictions Case Study Assignment** is designed to help you make application of course content to a potential counseling situation. The assignment will be divided up into three parts:
**Addictions Case Study: Part 1 – Case Conceptualization Assignment, Addictions Case Study: Part 2 – Diagnostic Impressions Assignment, and Addictions Case Study: Part 3 – Treatment Plan Assignment.**

**General Paper Instructions**

The general requirements for the paper are:

· A medium-length paper (about a 7- to 9-page summary, not including the title and references pages –
no abstract is needed).

· This is to be formatted in the most current APA style.

· Use a minimum of three journals, books, and our textbooks references, NOT websites!

**Assignment Specific Instructions**

For the
**Addictions Case Study: Part 1 – Case Conceptualization Assignment**, using the
**Addictions Case Study: Narrative** discussing Marci, you will begin to get your mind “wrapped around” what she is presenting to you through writing this conceptualization paper. Note that each bullet below is required to be a minimum of one paragraph! In your write-up, you will need to provide (review rubric for more detail):

· In the first paragraph, write a short synopsis of this client, expounding on her presenting problem, substance history, and what issues you believe are most important to tackle.

· Next, write out the substances that she is/has used (past and current). As you write each one, include the “normal” way they are used (e.g., smoking, injecting, etc.), what the general “addictive” effects are (e.g., feelings of euphoria, well-being, etc.), and any harmful side-effects they can produce (e.g., nausea, vomiting, etc.).

· Then, look for any possible dangers to the client, and how would you try to remove the danger(s)? What “stage of change” is she in? (Refer to your textbook; students can also view
**The Stages of Change** under
**Addictions Case Study: Part 1 – Case Conceptualization Resources** for a good description of each stage of change).

· Using the
**Addictions Case Study: Narrative**, fill out and score the
full **AUDIT The Alcohol Use Disorders Identification Test** questionnaire (10 questions) found under
**Addictions Case Study: Part 1 – Case Conceptualization Resources.** THEN, in a good paragraph, briefly explain each item and score you chose that you believe Marci meets based on her narrative, and then using
**AUDIT The Alcohol Use Disorders Identification Test** briefly explain what her total score means.

· What in- or out-patient referrals as well as other resources would you want to put in place for this client (minimum of three,
each separated as “bullet-points”)? Provide your reasoning with each one.

· What questions would you have wanted to ask that did not get asked or shown in the case study narrative (minimum of two)?

To assist in making sure that all sections/parts are submitted, divide your paper up as follows (starting on p. 2):

**Title of Paper**

**Brief Summary**

**Past and Current Substances Used and their Effects**

**Name of First Substance**

**Name of Second Substance** _(continue on in the same manner if you spot more than two)_

**Risks/Dangers for Client**

**AUDIT Scores and Explanation**

**Referrals/Resources/Recommendations**

**Questions**

**References**

On the last page (or this can be attached or uploaded separately when you are submitting the paper), you will show an “Addictions Genogram” using the
**Addictions Case Study: Part 1 – Case Conceptualization Genogram Drawing Template** provided or draw your own. It needs to show three levels of family (Marci & her siblings, her parents, and her grandparents). You can simply take a picture of it and upload it, or use this handy little app, to take a picture of your drawing with your camera phone, and turn your picture into a PDF, which makes it easier for uploading:

**Explore: Cam Scanner App**, found under the
**Learn** section.

**An**
**_Addictions Genogram_ is the same as the normal genogram used in families, but here, you**
**actually**
**_list the_ _substances_ that family members have used,**
**_as well as_ the relationships you may see.**
**A short example is shown here:**

**Frank**

**Frank, 40yo; started drinking at 14yo; experimented w/ barbiturates & meth; 7 yrs of drinking beer 5+/day; daily heroin use for last 4 yrs; 15 yrs of cannabis use; Rx for Ritalin at 11yo for ADHD, Xanax at 18yo for depression & anxiety**

****Peggy****

**\/\/\/\/\/\/\/\/\/\/\/\/\/**

****Susie****

**As with normal Genograms, you will want to show names, ages, who is deceased, etc., of any information you can glean from the narrative. If you need a reminder of the symbols, you can view**
****Standard Symbols for Genograms** found under**
****Addictions Case Study: Part 1 – Case Conceptualization Resources**.**

**IMPORTANT: Your genogram drawing must have all THREE parts to receive full points: 1) three levels of family (Marci & her siblings, her parents, and her grandparents); 2) showing the types of relationship symbols you see between family members; and 3) listing the substances that family members have used/are used beside their name based on the narrative.**

**Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.**

**Page 2 of 2**

**## IMPORTANTInstructions.docx**

**Week 3**

**Week 3 Announcement**

It's hard to believe we are already beginning the third week of class.

**\*\*\*\* Note: I encourage you to print out this message and refer to the highlighted points below when working**
**on your first assignment.**

Module/Week 3 will assist you in understanding how alcohol is processed by the body and the behavioral effects that result. The role of Alcoholics Anonymous in promoting the disease model of alcohol dependence will be explored along with genetic influences on the risk of developing alcohol dependence. The process of focusing in Motivational Interviewing (MI) to include the general counseling styles of directing, guiding, and following will be explored. The readings will also assist you in understanding how marijuana is processed by the body and the behavioral, physiological, and psychological effects that result. There will also be a discussion of the relationship between marijuana, cannabis, and THC. You will be able to apply the ethical considerations of nonmaleficence, beneficence, autonomy, and justice to counseling situations.

The process of focusing in Motivational Interviewing (MI) to include the general counseling styles of
_directing_,
_guiding_, and
_following_ will be explored. The use of agenda mapping in MI will also be examined.  Additionally, ethical guidelines for the practice of Motivational Interviewing (MI) will be explored. The processes of providing
_information_,
_giving advice_, and
_using self-disclosure_ with MI will also be examined.

Review your assignments due this week.

**Please organize your paper in the format as the grading rubric, following the assignment instructions.**

**Note the highlighted areas that must be included.**

| |
| — |
| |
| **Introduction – 10 pts.**<br>Synopsis paragraph is clear, concise, understandable; covers: <br>**presenting problem, substance history, all substances used, side effects, and most important issues.** |
| **Dangers and Risks – 5 pts.**<br>Potential dangers/risks for the client clearly shown. Risk management steps shown. Correct stage of change given.<br>**_Don't forget to cite the stage of change._** |
| **AUDIT Items 15 pts.**<br>All pertinent AUDIT items shown. Correct total score shown.  Explanation of how points distributed, and total score arrived at shown. |
| **Referrals -15 pts.**<br>Possible referrals – minimum of three “bullet-points” (5 points apiece).<br>Be sure to <br>**use bullet points** here! |
| **Questions – 5 pts.**<br>Minimum of two questions would have asked client shown. Questions are well-done and pertinent to the client’s life and narrative.<br>_State the questions in the same format as the_<br>_**actual questions** you would ask Marci._ |
| **Addictions Genogram -20 pts.**<br>**3 levels** of a basic genogram completely shown.  Genogram <br>**relationships** completely shown. <br>**All substance usage** by family members shown.<br> <br>**Please copy and paste into your paper – don't submit a separate document!** |
| |
| |
| **Organization – 10 pts**.<br> <br>All required elements are included and presented with strong headings and organizational clarity. There are clear transitions between paragraphs and sections. The treatment of the topic is logically oriented. The paper meets the page length requirement. |
| **Style – 10 pts.**<br>The paper properly uses current APA style. Proper headings, in-text citations, and references are formatted correctly. The paper reflects a graduate level voice and vocabulary. There are very few spelling and grammar errors. |
| **Sources – 10 pts.**<br>The Reference page meets or exceeds the <br>**three** sources. All sources are referenced throughout the paper. |

**\*\*\* Many students lose points because they don't list the "questions for client" in the format of the**
**_actual questions you would use if talking to Marci._**
**\*\*\* Please make genogram part of your paper, not a separate document.**

***** All submissions must be in MS Word (NOT PDF).**

Also, make sure to save this in the way I ask:

**last name first name assignment         example:     SmithJohn – casepart1**

Remember that ALL papers submitted for grading
**must be in Microsoft Word ( .doc   or   .docx  )**. If I cannot open it, I cannot grade it, and you may get a zero for the assignment!

Blessings to all for a fruitful week.

**DSM-5pg643-652.pdf**

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**DSM-5pg553-562.pdf**

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**DSM-5pg593-602.pdf**

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**DSM-5pg653-662.pdf**

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**DSM-5pg563-572.pdf**

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**DSM-5pg583-592.pdf**

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**DSM-5pg663-665.pdf**

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**DSM-5pg633-642.pdf**

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**StagesofChangeTheory.pdf**

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**AddictionsCaseStudyCaseConceptualizationGenogramDrawingTemplate1.pdf**

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**DSM-5pg603-612.pdf**

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**DSM-5pg623-632.pdf**

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**DSM-5pg543-552.pdf**

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**DSM-5pg573-582.pdf**

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**DSM-5pg613-622.pdf**

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**StandardSymbolsforGenograms.pdf**

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**AddictionsCaseStudy-Part1CaseConceptualizationGradingRubric.pdf**

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**AddictionsCaseStudyNarrative.docx**

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**Read-MillerRollnickChapter5.pdf**

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**Read-MillerRollnickChapter6pp83-102.pdf**

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**Read-HartKsirChapters9.docx**

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November 6, 2026
[Solved] APNIP D4R

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering APNIP D4R.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] Application Requirements and Specifications

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## **Overview** In this second part of your course project, you consider your previous work to define the application requirements and specifications. This document will directly inform future application design. ## **Preparation** – View the [Application Requirements and Specifications Example [PD…

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Assignment Prompt & Instructions

## **Overview**

In this second part of your course project, you consider your previous work to define the application requirements and specifications. This document will directly inform future application design.

## **Preparation**

– View the [Application Requirements and Specifications Example [PDF]](https://canvas.strayer.edu/courses/27618/files/17999307?wrap=1 "cf_Application_Requirements_and_Specifications_Example.pdf") [Download Application Requirements and Specifications Example [PDF]](https://canvas.strayer.edu/courses/27618/files/17999307/download?download_frd=1) as an example. Do not rely too heavily on this document as it differs from your assignment deliverable. It should only be used as an example of an approach for a specific product.
– Download the [Application Requirements and Specifications Template [PDF]](https://canvas.strayer.edu/courses/27618/files/17999306?wrap=1 "cf_Application_Requirements_and_Specifications_Template.pdf") [Download Application Requirements and Specifications Template [PDF]](https://canvas.strayer.edu/courses/27618/files/17999306/download?download_frd=1). Use it to complete this assignment.
– Consider using AI for initial guidance on how you might define your application requirements and specifications.
– Consider how product specifications will impact or inform your design decisions.

_**Notes:**_

– _This requirements and specifications document is not intended to be a fully technical depiction of these items (for example, you don't need to know what type of modem a device requires but would need to specify that it must be a high/low bandwidth device), but rather a higher level or general identification of needs such as stipulating a tablet computer that needs to perform in wet conditions._
– _Full product specifications are almost always developed and refined during an iterative testing and evaluation process that is not observed or required in this project._

## **Instructions**

Use the [Application Requirements and Specifications Template [PDF]](https://canvas.strayer.edu/courses/27618/files/17999306?wrap=1 "cf_Application_Requirements_and_Specifications_Template.pdf") [Download Application Requirements and Specifications Template [PDF]](https://canvas.strayer.edu/courses/27618/files/17999306/download?download_frd=1) to define the application requirements and specifications. Complete each section, noting that the first 2 sections will largely require you to incorporate previous assignment work (updated to respond to instructor feedback) but **will** require enhancements.

_**Note:**_ _You may modify this template to meet the needs of your project._

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the [Library site](https://library.strayer.edu/sws) for all support. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

– Define application requirements and specifications that consider business needs, technical requirements, and user profiles.

– [\
\
cf_Application_Requirements_and_Specifications_Example.pdf](https://www.sweetstudy.com/files/cf-application-requirements-and-specifications-example-pdf "cf_Application_Requirements_and_Specifications_Example.pdf")
– [\
\
cf_Application_Requirements_and_Specifications_Template.pdf](https://www.sweetstudy.com/files/cf-application-requirements-and-specifications-template-pdf "cf_Application_Requirements_and_Specifications_Template.pdf")

November 6, 2026
[Solved] Applied Sciences Theory assignment

✓ Verified Academic Solution Available

Executive Solution Overview

– [\ \ IMG_1126.png](https://www.sweetstudy.com/files/img-1126-png-10492809 "IMG_1126.png") – [\ \ IMG_1127.png](https://www.sweetstudy.com/files/img-1127-png-10492811 "IMG_1127.png") – [\ \ IMG_1125.png](https://www.sweetstudy.com/files/img-1125-png-10492813 "IMG_1125.png")

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Assignment Prompt & Instructions

– [\
\
IMG_1126.png](https://www.sweetstudy.com/files/img-1126-png-10492809 "IMG_1126.png")
– [\
\
IMG_1127.png](https://www.sweetstudy.com/files/img-1127-png-10492811 "IMG_1127.png")
– [\
\
IMG_1125.png](https://www.sweetstudy.com/files/img-1125-png-10492813 "IMG_1125.png")

November 6, 2026
[Solved] Chapter 5 Discussion/Participation

✓ Verified Academic Solution Available

Executive Solution Overview

**Directions**: Choose **one option** and post your reply. Use at least 3 complete sentences and be sure to answer each part of the prompt completely. _Plagiarized posts will receive no credit._ Use your class notes as well as the posted PowerPoints for reference. Option 1 Find a news story in the p…

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Assignment Prompt & Instructions

**Directions**: Choose **one option** and post your reply. Use at least 3 complete sentences and be sure to answer each part of the prompt completely. _Plagiarized posts will receive no credit._ Use your class notes as well as the posted PowerPoints for reference.

Option 1

Find a news story in the past 3 weeks that involve statistics in some way. Briefly tell what the story was about describing the roll of statistics in the story.

Option 2

Describe the importance of labeling on a graph and briefly discuss the kinds of labels that should be included on graphs.

November 6, 2026