First Week: I began my internship on 6th of July. I met with Dr. As’ad Masri, in 7787 leesburg pike, suite B falls church, VA 22043. I had a lengthy discussion about the educational leadership, history of disorder, genetic, and much more. I notice a lot of things about disorder for example, ADHD if the child take medicine for that they will have side affect. so, I remember when my daughter toke cortisone for a while she was very hyperactive. After that Dr. As’ad let every student do assessment about what we covered during the class, so my part is Genetic Disorder, I researched about that and how the family a cured for the disorder.
I would say that I had a clear understanding and sense of purpose as to what I aimed to achieve in my practicum. Then, we talk with Dr. As’ad and the student about how can be successful with many patient because most of them worry to give much information at the first time meeting, so we should identify as professional social worker and conducts oneself accordingly. give them satisfy to feel them more comfortable and talk easily. Experience in life can either be good or bad depending on many factors. Dr. As’ad said. Finally, Dr. As’ad asked If any of the student have any things to worry about it.
As I am an international student I told him I am a good in English but worry about my accent. He said don’t worry keep try and practice much more as you can to improve yourself better. I hope end of this semester I am capable of internship and do the best as I can and I will struggle to be in the first instance, because Dr. As’ad give me free right with what I want to do. Second Week: In this reflection, we discuss how we use case conceptualization to mean the therapist’s understanding of how individual develop and maintain their problems and how therapist helps him or her to change.
Use of case conceptualization has increasingly become effective and very quality therapy. Developing and utilizing a conceptualization is not an easy proposition because it requires one to help clients. At this, therapists try to assume that a symptom in a member is as a result of reflection from the problematic interactions with other members. This assumption helps the therapist to understand the symptoms as an interpersonal symbol, the therapist then explores and intervenes at the relational level rather than symptom level.
In chalkboard case conceptualization, a therapist separates observations from inferences so as to have a competing hypothesis of a situation. Mainly, chalkboard case conceptualization involves a therapist listing 8-10 columns on the chalkboard. The columns are considered to be categories and are pantheoretical as they have headers. The headers are categorized according to clients’ issues, thoughts and behaviors, treatment issues and support system. Chalkboard case conceptualization can be adopted in group training, individual training and family therapy including parenting skills and concerns.
Chalkboard case conceptualization has the ability to use competency-based approach. The strength of using chalkboard case conceptualization is that its ability to synthesize clinical data to research and incorporate it counseling theory. It also helps in facilitating in depth talk about the clients’ issues, problems, and concerns. The greatest challenge of chalkboard case conceptualization is the insufficient space on the chalkboard and the time management. A therapist, therefore, requires a set of skills to be able to obtain, evaluate and derive sense out of the information about the client and his or her resenting skills. Third week: We discuss about depression. what is depression? Depression is a feeling of severe despondency and dejection. Depression may be classified as a temporary condition or one that is ongoing. Severe depression is when one has feelings of intense sadness that are considered feeling of hopelessness, worthlessness and helplessness. when these feeling exists for long durations it can be classified as clinical depression.
Depression is a treatable medical condition if treatment regiments and prescribed medicines are followed properly. DSM-V and symptoms Defines depression when one is: 1. moody for the majority of the day especially in morning. 2. Having a feeling of worthlessness or guilt daily. 3. Inability to concentrate and indecisive. 4. Sleeping problems exists such as insomnia or hypersomnia. 5. Has trouble enjoying activities. 6. Contemplating death or suicide. 7. feelings of restlessness or being slowed down. 8. Weight loss or weight gain. Symptoms vary from individual to individual. Conditions such as Mania or Hypomania (Manic Depression or Bipolar Disorder) have similar symptoms. Seasonal Affective Disorder is also related to these disorders.
Childhood Depression Depression in young people often looks different than it does in adults. In some cases, children or adolescents with depression may look sad or tearful more frequently than they had previously. In other cases, they may be constantly irritable, or they may be tired, listless, or uninterested in favorite activities. If a child has disruptive behavior that interferes with normal social activities, interests, schoolwork, or family life, it may indicate that he or she has a depressive illness. A child may be educationally labeled as having an Emotional Disturbance if depression id diagnosed.
This will qualify them an IEP. Depression in School * At school, a child with depression may have a combination of the symptoms listed below. *Difficulty concentrating and/or forgetfulness, which may affect many aspects of *School activities, from following directions and completing assignments to paying attention in class. *Impaired ability to plan, organize, concentrate, and use abstract reasoning. this can affect behavior and academic performance. *Social isolation or withdrawal from interactions with peers. *Problem behaviors at school, such as increased fights, arguments, or unusual behaviors. Heightened sensitivity to perceived criticism.
Other conditions, such as Attention Deficit/ Hyperactivity Disorder (ADHD), which may also be present, compounding any learning challenges. Having one mental health condition does not “inoculate” the child from having other conditions as well. *Anxiety disorders which may lead to difficulty separating from parents, trouble transitioning from home to school, reluctance to attend school, or avoidance of play time with peers. * Learning disorders, particularly if undiagnosed or untreated, because the stress of coping with a learning disorder can trigger depression.
A child’s difficulties or frustrations in school should not be presumed to be due entirely to the depression. If the child still has academic difficulty after depression is treated, an educational evaluation for a learning disorder should be considered. A child repeated reluctance to attend school may be an indicator of an undiagnosed learning disability. Fourth Week: Dr. Asad gave me article about Cultural differences in parenting styles and their effects on tee .. we talk about the complicated for the student from different culture and how they can adapts with other culture.. I will post the article for you if you interested to read it.