Explain the link between the age at which drug use is initiated and the probability of developing a dependence disorder.
What will be an ideal response?
Answer: One of the factors between age at initiation and later life outcomes may be the role of neuroplasticity during adolescence, as this is a period when the brain undergoes significant reorganization. The brain changes at a slower rate during middle and late adulthood; however, this aging-related process might be further compromised if a person has been using drugs and alcohol for an extended period of their life.
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How is assessment similar to engagement and self-reflection in the planned change process?
A. It stops at the end of the steps. B. It continues throughout the work. C. It presents clear beginning and ending features. D. It has no carry over from one step to the next.
Which is a common example that illustrates how the pressures of contemporary
practice can result in a social worker becoming more focused on completing tasks than on facilitating conditions and processes with a client? a. The pressure to explore with the client their experience of the problem and their feelings associated to this experience b. The pressure to satisfy the urge to fix a client's problem c. The pressure to complete an assessment and written agreement with corresponding documentation and signatures within one short meeting d. The pressure to document everything the client says during a session and show it to your supervisor
In order to avoid conflicts between "traditionalists" and "innovators", the authors
recommend A. planning for overlap between the planners and implementers. B. excluding the planners once implementation beings. C. favoring the innovators as implementation takes place. D. replacing all planners and implementers at this juncture.
In the case of A Suicide of a Client During the 2-day Workshop for the Staff of a Psychiatric Ward for Inpatient Teens discussed by the author, what were the three phases of work to address this traumatic event?
a. Mourning; a discussion of how to provide support to staff; and a discussion of the impact on their practice with other clients. b. Expression of grief, loss, and guilt; a discussion of how to provide support to staff; and exploration of the impact on other clients and implications for practice. c. Expression of grief, loss, and guilt; an exploration of how to provide support to staff; and identification of areas for future work. d. Expression of grief, loss, and guilt; a discussion of how to avoid client suicides in the future; and exploration of the impact on other clients and implications for practice.