## Discussion: Coping with Death
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Can I have help with this question? **files (1)** – ## Week4Paper.docx **## Week4Paper.docx** Week 4 Paper a. Discuss the primary defining features of the Gestalt approach. b. Describe some of the core techniques in this form of therapy. c. What are the strengths and limitations of this approach Wee…
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– ## Week4Paper.docx
**## Week4Paper.docx**
Week 4 Paper
a. Discuss the primary defining features of the Gestalt approach. b. Describe some of the core techniques in this form of therapy. c. What are the strengths and limitations of this approach
Week 5 Paper
a. Discuss the primary defining features of the person-centered approach. to define the concept of unconditional positive regard. b. What is the view of human nature from the person-centered approach? c. Describe the purpose and methods of motivational interviewing. Discuss how it can be applied to a client who is struggling with addiction or other self-destructive behavior patterns. d. Discuss the strengths and limitation of the person-centered approach
**## Week4Paper.docx**
Week 4 Paper
a. Discuss the primary defining features of the Gestalt approach. b. Describe some of the core techniques in this form of therapy. c. What are the strengths and limitations of this approach
Week 5 Paper
a. Discuss the primary defining features of the person-centered approach. to define the concept of unconditional positive regard. b. What is the view of human nature from the person-centered approach? c. Describe the purpose and methods of motivational interviewing. Discuss how it can be applied to a client who is struggling with addiction or other self-destructive behavior patterns. d. Discuss the strengths and limitation of the person-centered approach
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What is an open ended case study in Aba ?
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apa style 200 words **files (1)** – ## Topic3DQ2Instructions.docx **## Topic3DQ2Instructions.docx** **Topic 3 DQ 2 (Obj. 3.3)** Assessment Description Arizona and Tennessee passed legislation to incorporate the “freedom of conscience” clause allowing professional counselors to legally refuse to offe…
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**files (1)**
– ## Topic3DQ2Instructions.docx
**## Topic3DQ2Instructions.docx**
**Topic 3 DQ 2 (Obj. 3.3)**
Assessment Description
Arizona and Tennessee passed legislation to incorporate the “freedom of conscience” clause allowing professional counselors to legally refuse to offer counseling services to a client who does not share their religious beliefs. Review the ASERVIC Spiritual and Religious Competencies and the Statement on the Integration of Faith and Work located in the topic resources. Then, review “Putting Clients Ahead of Personal Values,” “House Bill 1840,” and 'The “Conscience Clause” in the Topic Resources. Select one of the three cases and discuss any ethical considerations and/or dilemmas related to the selected case. Include specific ethical codes that may guide your decision making as a culturally responsive counselor.
[https://aservic.org/spiritual-and-religious-competencies/](https://aservic.org/spiritual-and-religious-competencies/)
[https://www.capitol.tn.gov/Bills/109/Bill/HB1840.pdf](https://www.capitol.tn.gov/Bills/109/Bill/HB1840.pdf)
**## Topic3DQ2Instructions.docx**
**Topic 3 DQ 2 (Obj. 3.3)**
Assessment Description
Arizona and Tennessee passed legislation to incorporate the “freedom of conscience” clause allowing professional counselors to legally refuse to offer counseling services to a client who does not share their religious beliefs. Review the ASERVIC Spiritual and Religious Competencies and the Statement on the Integration of Faith and Work located in the topic resources. Then, review “Putting Clients Ahead of Personal Values,” “House Bill 1840,” and 'The “Conscience Clause” in the Topic Resources. Select one of the three cases and discuss any ethical considerations and/or dilemmas related to the selected case. Include specific ethical codes that may guide your decision making as a culturally responsive counselor.
[https://aservic.org/spiritual-and-religious-competencies/](https://aservic.org/spiritual-and-religious-competencies/)
[https://www.capitol.tn.gov/Bills/109/Bill/HB1840.pdf](https://www.capitol.tn.gov/Bills/109/Bill/HB1840.pdf)
apa style 200 words **files (1)** – ## Topic3DQ1Instructions.docx **## Topic3DQ1Instructions.docx** **Topic 3 DQ 1 (Obj. 3.2)** Assessment Description How can multicultural competence be an ethical issue as it relates to professional standards regarding competence to practice? Present three examples…
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**files (1)**
– ## Topic3DQ1Instructions.docx
**## Topic3DQ1Instructions.docx**
**Topic 3 DQ 1 (Obj. 3.2)**
Assessment Description
How can multicultural competence be an ethical issue as it relates to professional standards regarding competence to practice? Present three examples of how a counselor's lack of cultural awareness could affect the quality and outcomes of counseling. What steps could be taken to ensure that counseling a client is both culturally responsive and ethical? How can the ACA, AACC, and/or ASCA codes and standards of ethics help you in providing treatment to someone with different values than your own? Cite a multicultural-related code from the ACA Code of Ethics or the ASCA Ethical Standards for School Counselors.
https://www.counseling.org/resources/ethics
**## Topic3DQ1Instructions.docx**
**Topic 3 DQ 1 (Obj. 3.2)**
Assessment Description
How can multicultural competence be an ethical issue as it relates to professional standards regarding competence to practice? Present three examples of how a counselor's lack of cultural awareness could affect the quality and outcomes of counseling. What steps could be taken to ensure that counseling a client is both culturally responsive and ethical? How can the ACA, AACC, and/or ASCA codes and standards of ethics help you in providing treatment to someone with different values than your own? Cite a multicultural-related code from the ACA Code of Ethics or the ASCA Ethical Standards for School Counselors.
https://www.counseling.org/resources/ethics
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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**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**
## 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**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg643-652-pdf)
**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**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg603-612-pdf)
**DSM-5pg623-632.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg623-632-pdf)
**DSM-5pg543-552.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg543-552-pdf)
**DSM-5pg573-582.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg573-582-pdf)
**DSM-5pg613-622.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg613-622-pdf)
**StandardSymbolsforGenograms.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/standardsymbolsforgenograms-pdf)
**AddictionsCaseStudy-Part1CaseConceptualizationGradingRubric.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/addictionscasestudy-part1caseconceptualizationgradingrubric-pdf)
**AddictionsCaseStudyNarrative.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/addictionscasestudynarrative-docx-10493339)
**Read-MillerRollnickChapter5.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-millerrollnickchapter5-pdf)
**Read-MillerRollnickChapter6pp83-102.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-millerrollnickchapter6pp83-102-pdf)
**Read-HartKsirChapters9.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-hartksirchapters9-docx)
**Read-HartKsirChapters9.docx**
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**## AVisualGuidetoCannabisQuantities.docx**
**A Visual Guide to Cannabis Quantities**
## 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.
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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**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg643-652-pdf)
**DSM-5pg553-562.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg553-562-pdf)
**DSM-5pg593-602.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg593-602-pdf)
**DSM-5pg653-662.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg653-662-pdf)
**DSM-5pg563-572.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg563-572-pdf)
**DSM-5pg583-592.pdf**
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**DSM-5pg663-665.pdf**
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**DSM-5pg633-642.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg633-642-pdf)
**StagesofChangeTheory.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/stagesofchangetheory-pdf)
**AddictionsCaseStudyCaseConceptualizationGenogramDrawingTemplate1.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/addictionscasestudycaseconceptualizationgenogramdrawingtemplate1-pdf)
**DSM-5pg603-612.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dsm-5pg603-612-pdf)
**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**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/standardsymbolsforgenograms-pdf)
**AddictionsCaseStudy-Part1CaseConceptualizationGradingRubric.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/addictionscasestudy-part1caseconceptualizationgradingrubric-pdf)
**AddictionsCaseStudyNarrative.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/addictionscasestudynarrative-docx-10493339)
**Read-MillerRollnickChapter5.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-millerrollnickchapter5-pdf)
**Read-MillerRollnickChapter6pp83-102.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-millerrollnickchapter6pp83-102-pdf)
**Read-HartKsirChapters9.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-hartksirchapters9-docx)
**## AVisualGuidetoCannabisQuantities.docx**
**A Visual Guide to Cannabis Quantities**
## 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.
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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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