The stopping of treatment is the primary reason for this early intervention. This tactic has been extremely successful for many years and should be Once the induction interviews are complete, the client and the social worker can move on to treating the patient. Once the treatment has started it is vitally important that the social worker pay careful attention to eliminating communication patterns that are counterproductive. Social workers have to

Al., 2009). Part 5 -- Use of reframing Reframing refers to the manner in which something is said, or the actions one takes in introducing certain elements to clients -- perhaps a new way of looking at an old problem, of themselves, of a clinical issue. In the case of Mrs. O., we would ask that she look to the expansion of her universe through developing language abilities, or helping to find

Social Work: Is Cognitive-Behavioral Therapy Effective in Treating Addictions The topic I selected was the effectiveness of cognitive-behavioral therapy in the treatment of addicted patients. Given the intractability of the problem of addiction, it seemed like a relevant and pertinent topic. In my study the independent variable would be remission from drug and alcohol abuse and the dependent variable would be cognitive-behavioral therapy vs. other forms of addiction. To research my

SOCIOLOGY Sociology: Social Work Clinical PracticePart 1Answer to Prompt 1Since the client is a young adult aging out of foster care, he is unaware of how they would respond to him when they would get to know he belongs to a foster home. Also, he is worried about employment opportunities in the outer world since he has learned that there are not many bright chances for young adults like him

If teachers fail to design connected scaffolds than the class will develop only limited capabilities. He explains that this can be done by choosing only those scaffolding tools which have similar structures, assignment objectives, and interactive styles (Tabak, 2004). Hence when considering the scaffolds for developing skills of weak students, I will make sure that the scaffolds are complementing not only the main learning objective but also one another. References Biehler, S.M.

In certain countries, an effective supervisor possesses basic teaching skills, facilitation skills, negotiation and assertiveness skills, counseling and appraisal skills, mentoring skills, and knowledge of learning resources and certification requirements (Kilminster). The most important aspect of the role of an effective supervisor is giving supervisee responsibility and the opportunity to practice it (Kilminster, 2000). Supervisees come to view the supervisor as a colleague and this leads them to become self-directed.