Which of the following statements accurately describes the African American population in the United States?
A. African American people make up about 50 percent of the U.S. population.
B. About 25 percent of African Americans live below the poverty level.
C. The median family income for African Americans is about 90 percent of their White counterparts.
D. African American men are just as likely as White men to be incarcerated or on death row.
Answer: B
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The four major dimensions of life that support recovery, according to the Substance Abuse and Mental Health Services Administration (SAMHSA), are ______.
A. family, friends, work, and school B. physical, psychological, social, and biological C. health, home, purpose, and community D. will power, spirituality, desire, and motivation
When leading groups, leaders should
a) Encourage indigenous leadership b) Discourage indigenous leadership c) Learn leadership skills d) Advocate for their attributed power
Do Josie’s behaviors seem indicative of PTSD? What else would you need to know to consider PTSD?
DSM Diagnosis 313.81 Oppositional Defiant Disorder 315.0 Reading Disorder 315.1 Mathematics Disorder 315.2 Disorder of Written Expression 317 Mild Intellectual Disability Rationale Oppositional Defiant Disorder was diagnosed due to the following behaviors that are present both at school and at home: ? Josie loses her temper easily ? She constantly argues and tests limits with adults ? She refuses to comply with classroom directions ? She is touchy or easily annoyed by others ? She is often angry as evidenced her consistent profanity and verbal assaults of staff. Josie was diagnosed with a mild intellectual disability because of her cognitive impairment and low adaptive abilities. Additionally, the Learning Disorder diagnoses were given because, even if a person has a mild intellectual disability, learning disorders should be listed if the person’s achievements are below expected levels for his or her cognitive functioning. In her testing Josie scored in the Very Low Range in all three categories, typically near the first percentile. Additional Information Required A key element to help with the diagnosis would be knowledge of the early course of Josie’s behavior. There is no information about how she behaved in childhood and her early teens. What were some of the early signs that she was having problems? Another area in which there is no information is her response to vocational skills training at school. Because Josie is 19, she needs to be prepared with job skills when she graduates from high school. We do have information that her behavior has been addressed in school by suspension, detention, and locked support. It would be important to know if there is a behavioral modification in place adapted for persons her age that emphasizes functional analysis of her behaviors, shaping, and positive reinforcement. As with all cases of ODD and CD, family intervention remains the most effective intervention. Therefore, Josie’s parents will be given training in behavioral modification so they can apply a similar structure to the one that Josie faces at school. It is important that her parents exercise consistency in their discipline methods. The social worker needs to empower Josie’s mother to involve Josie’s father in treatment efforts and, if that fails, reach out to him herself. Josie’s mother needs more support in the home in order to follow through with requests for Josie to do chores or listen to what she says, especially in the face of Josie’s escalating anger. Josie does seem to gain a sense of pride from assisting the teacher in the classroom. To capitalize on this, the social work intern will arrange for Josie to get a job on the school campus. In working with people with mental retardation, it is important to alter the conditions that might trigger behavior problems (Rush & Frances, 2000). What seems to be partly contributing to Josie’s frustration is her difficulty with schoolwork. A behavioral modification plan, adapted for her age, can be put into place, emphasizing functional analysis of her behaviors, shaping, and positive reinforcement. Working with Josie in an individual or group basis is also important for overcoming her ODD symptoms. Anger management with people with mental retardation has been proven effective in two randomized controlled trials (Taylor, Novaco, Gillmer, & Thorne, 2002; Willner, Jones, Tams, & Green, 2002). Josie should prove an appropriate candidate for such training. The focus needs to be learning to cope with stressors, and developing skills to express frustration appropriately. Although the diagnosis of Reactive Attachment Disorder was quickly ruled out because Josie appears to have attachments (to her mother and sister, for instance) and can form relationships (her teacher, some peers), little is known about the manifestation of Reactive Attachment Disorder as youth mature into adolescence and early adulthood. Josie was given to an orphanage at 6 weeks of age. Her mother doesn’t know much about Josie’s early history but it can be surmised that her care at a Romanian orphanage was less than optimal and comprised multiple caregivers. Whether Josie formed an attachment to a caregiver in the orphanage is not known. Further, environmental deprivation may have contributed to Josie’s learning disabilities and mental retardation.
From past history, it appears that Basel will place a great deal of stock in Nathan’s decision. How might this complicate Nathan’s decision making? Should Nathan give weight in his decision to the thoughts and wishes of his colleagues and supervisors? If you were Nathan, what would you say? What should Nathan do?
Nathan Bierwirth, BSW, worked as an employment counselor for Pathfinders Social Services, a nonprofit agency serving the Minneapolis metropolitan area. Pathfinders provided employment services for people leaving welfare, persons with disabilities, the homeless, and immigrants, refugees, and asylees. Part of Nathan’s caseload consisted of newly arrived refugees enrolled in Minnesota’s time-limited Refugee Cash Assistance–Employment Services (RCA-ES) program. Individualized Employment Plans (EPs) helped refugees transition from welfare to employment and self-sufficiency. EPs required a minimum of 35 hours per week of RCA-ES–approved activities, including employment services and formal education (limited to 20 hours per week). Nathan’s client, Ayana Tuma, a refugee from Ethiopia, had no educational or work experience and knew no English. This prevented her from effectively participating in employment service classes, so she enrolled in a full-time English as a Second Language (ESL) program. When Hennepin County audited Pathfinders, clients like Ayana, who exceeded the 20 hour instruction limit, could be sanctioned and even terminated from the program. As the audit approached, Nathan wondered if he should report Ayana’s ESL hours accurately or falsify her Employment Plan.