ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:CAse-Study: Problem-solving model

The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the 4Ps.  Since then, other scholars and practitioners have expanded the  problem-solving model and problem-solving therapy. At the heart of  problem-solving model and problem-solving therapy is helping clients  identify the problem and the goal, generating options, evaluating the  options, and then implementing the plan.

Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and  interventions. Take, for example, the article by Westefeld and  Heckman-Stone (2003). Note how the authors use a problem-solving model  as the blueprint in identifying the steps when working with clients who  have experienced sexual assault. On top of the problem-solving model,  the authors employed crisis theory, as this theory applies to the trauma  of going through sexual assault. Observe how, starting on page 229, the  authors incorporated crisis theory to their problem-solving model.

In this Final Case Assignment, using the same case study that you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

You will prepare a PowerPoint presentation consisting of 11  to 12 slides, and you will use the Personal Capture function of Kaltura  to record both audio and video of yourself presenting your PowerPoint  presentation.

To prepare:

Review and focus on the case study that you chose in Week 2.
Review the problem-solving model, focusing on the five  steps of the problem-solving model formulated by D’Zurilla on page 388  in the textbook.
In addition, review this article listed in the Learning  Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The  integrated problem-solving model of crisis intervention: Overview and  application. The Counseling Psychologist, 31(2), 221–239.  https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

Identify the theoretical orientation you have selected to use.
Describe how you would assess the problem orientation of  the client in your selected case study (i.e., how the client perceives  the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
Discuss the problem definition and formulation based on the theoretical orientation you have selected.
Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
Describe the extent to which the client is able to mobilize the solutions for change.
Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
Evaluate how well the problem-solving model can be used for short-term treatment of this client.
Evaluate one merit and one limitation of using the problem-solving model for this case.
Your 13 slide PowerPoint presentation should follow these guidelines:

Each slide should be written using bullet points,
Be sure to:

Identify and correctly reference the case study you have chosen.
Use literature to support your claims.
Use APA formatting and style.
Include the reference list on the last slide.
Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 35: Solution-Focused Theory (pp. 513–531)
Chapter 36: Task-Centered Social Work (pp. 532–552)

Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.