Clinical Intervention Essays and Research Papers

Instructions for Clinical Intervention College Essay Examples

Title: Assignment 4 This paper 8 10 pages doubled spaced standard 12 point font size correct APA sixth edition format Process material incorporated text This paper data sources Two data sources syllabus

  • Total Pages: 9
  • Words: 3829
  • Works Cited:7
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Assignment #4
? This paper should be 8-10 pages, doubled spaced, standard 12 point font size, with correct APA (sixth edition) format. Process material should be incorporated into the text.
? This paper should contain at least seven data sources. Two of these data sources should not be from the syllabus.
Note: Integrate theory from readings and class discussions throughout your discussion. You can organize your paper in anyway that you wish, as long as you address the required content areas. You may also draw from literature
The purpose of this assignment is to give you a chance to dissect your thought processes and clinical interventions. It will allow you to break down a significant clinical moment from a group session and scrutinize it to further your self- awareness and learning from two perspectives. This assignment allows you to deepen and broaden your practice wisdom through self-reflection and application of concepts from theory and practice.
An intervention is defined as a statement or action made by a group worker or a group member that impacts group process and catalyzes changes in group dynamics. It is important to remember that interventions in group work that are made by group members are just as relevant as those made by practitioners.
You will be required to extrapolate from the literature and class discussions, and integrate theoretical concepts with your evolving understanding of your role as a facilitator, and your growing awareness of and appreciation for group latent and manifest content.
You may use a group from your current or past field placement, or the in-class experiential group.
Please include all of the following information:
1. A description of the group: that includes the following elements:
? community and setting in which the group functions,
? the purpose of the group,
? a brief description of the members of the group (gender, age, ethnicity, culture, presenting problems),
? structure of the group-as-a-whole (norms, roles, how members communicate with each other, etc.),
2. Include five excerpts of process to illustrate the chosen topic. Please present the five excerpts in script form and underline them in order to make them easily identifiable. This process vignette can illustrate a moment where the group members made a demand for work, the worker made a demand for work, or some combination of the two, that impacted group dynamics.
3. Take each intervention and discuss the following:
? what do you think was going on in the group before the intervention or event occurred;
? the group?s response,
? what sense you made of the group?s response;
? what you were thinking and feeling during this exchange, and how you responded to the group?s stimuli.
? If you were not the worker, please include how you made sense of the worker?s choices, and include some discussion of what you might have done differently if you were the worker during that moment.
? Please integrate relevant literature to support your discussion.
4. Explore one ethical dilemma that has arisen or could arise in this group. Define the ethical concern using the NASW Code of Ethics and the AASWG Standards for Social Group Work Practice (
5. What have you learned from this group experience with regard to group process and yourself as a social group worker?

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references of the members themselves. In other words, the members retreated to the background and became objects to an arcane structure of rules and principles. It seemed to me that the dignity of the members was trampled in the process.

All activities should be focused on the client him or herself and on treating this client as central rather than as instrument or peripheral to the process. The process should be catered around the client and the facilitator should (as Shulman (2005)) suggests be constantly attuned to the client's needs.


The NFP group is a group that has the objective of giving fathers the necessary skills to relate to and help their children succeed in life. The perquisites of the leader, according to Brandler and R (*), are to:

Be flexible in order to respond to the needs of the group and individuals, while preserving the basic content of the curriculum and its relationship to other corresponding curricula (i.e., make sure the children's groups and parents' group correspond)

Provide a safe, respectful, nurturing environment

Demonstrate an understanding of and belief in, the Nurturing Parenting Program philosophies of discipline and methods of creating healthier families. (

Mary seemed to fulfill all these requirements. The interventions that members of NFP involved themselves in this group included completing questionnaires and participating in discussion, role-play, and audiovisual exercises. I learned certain things including to appropriate members a greater amount of freedom.

What I would also have liked to have seen, and what I may introduce in a group of my own is Clemens' (2011) idea of 'check in' where members, at the beginning of each session, share the results of their attempts to implement the ideas of the last, they share their general experiences on the matter, their struggles, their questions, their dilemmas, and their accomplishments. This not only sets the setting for the new session but also introduces a spirit of harmony, ties previous session with current session, and integrates knowledge with practice.

On the whole it was a nice session and a good group.


The Association for the Advancement of Social Work with Groups (AASWG). Our Mission

Brandler & R. *

Clemens, SE (2011) The purpose, benefits, and challenges of "check-in" in a group-work class, Social Work With Groups, 34, 2

Hannah, P (2000) Preparing members for the expectations of social work with groups, 15, 4

Kurland, R & Salmon, R (1993) Group work vs. casework in a group, Social Work With Groups, 15, 4

Kurland, R & Salmon, R (1998) Purpose: A Misunderstood and Misused Keystone of Group Work Practice, Social Work With Groups, 21, 3

Nurturing Father's Program

Olson-McBride, L., & Page, T.F. (2012). Song to self: a therapeutic dialogue with high-risk youths through poetry and popular music. Social Work with Groups, 35(2), 124-137. 13

Sternberg DM (2004) the nine dynamics of mutual aid Social Work With Groups, 8, 4

Thomas, H., & Caplan, T. (1999). Spinning the group process wheel: effectiv facilitation techniques for motivating involuntary client groups. Social work with groups, 21 (4), 3-21.

Shulman, L. (2005). Persons with AIDS in substance-abusing recovery: managing the Interaction between the two. In A. Gitterman & L. Shulman (Eds.). Mutual Aid

Groups, vulnerable and resilient populations, and the life cycle (pp. 266-289).

New York: Columbia University Press.

NASW . Code of Ethics of the National Association of Social Workers

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Title: translating evidence into practice

  • Total Pages: 2
  • Words: 633
  • Bibliography:3
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: ANSWERE question 1 or Question 2 your pick, an then question 3. Label question 1 or 2 and then 3 need at least 1 reference for each and article selection for question 3 WILL UPLOAD ADDITION READING FOR INFORMATION AT LEAST ONE page for each question with references no direct quotes paraphrase only.
Question 1
Whether you work in a clinical, academic, or most any other institution, you see quality improvement projects in progress. Do you question whether any of the projects that you see being used should have IRB approval? Do you know if these projects were approved by the IRB? Do you think that they meet the criteria for IRB review? Why?
Question 2
From your experience, have you been involved with a health care institution, school, or project that has used benchmarking as a quality improvement tool? If so, discuss how this was used and positive/negative aspects. If you have not been involved with benchmarking, find an article reporting a project utilizing benchmarking as a quality improvement tool. Discuss the findings.
Question 3
Select an article that focuses on a clinical intervention that has been implemented as part of a study. Did the researchers use a conceptual model to guide the study? How did the model “fit” the study (application to practice, improve generalizability of findings)? If the study did not have a model described, what model do you think may have fit and why

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This model allowed a direct link to be found between physician communication and patient outcomes. By only changing one factor during the intervention, the problem was isolated and a fix was found. Once patients were probed about the results and the positive outcome confirmed, this practice could then be fully and regularly implemented.

Inui TS, Yourtee EL, Williamson JW (1976). Improved outcomes in hypertension after physician tutorials. A controlled trial. Ann Intern Med. 84(6), 646 -- 651.

Russell, Daly, Hughes, Hoog (2003). Nurses and 'difficult' patients: negotiating non-compliance. Journal of Advanced Nursing. 43(3), 281-287.

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Title: Gambling

  • Total Pages: 3
  • Words: 931
  • Sources:0
  • Citation Style: APA
  • Document Type: Essay




Question: Summarise the contributions of biological, psychological and social perspectives in psychology and how they apply to problem gambling behaviour; in particular, consider how irrational thinking maintains the addiction and provide an example of how critical thinking might be applied to address problem.

(750 words MAX)


M. & Delfabbro, P. (2002, October). The
biopsychosocial approach to gambling: Contextual factors in
research and clinical interventions. The Electronic Journal of Gambling Issues: eGambling. Available at:


Dickson- Swift, V. A., James, E. L., & Kippen, S. (2005,
March). The experience of living with a problem gambler:
Spouses and children speak out. Journal of Gambling Issues.
Available at:


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Works Cited

Barrett, Will. (24 Nov 2003) Can we save 'problem gamblers' from the consequences of their actions? Online opinion: Austrialia's e-journal of social and political debate. Available at:

Blaszczynski, Alex. (2003). " Pathways to Pathological Gambling: Identifying Typologies." Journal of Gambling Issues. Available at:

Dickson- Swift, V.A., James, E.L., & Kippen, S. (March 2005) "The experience of living with a problem gambler: Spouses and children speak out." Journal of Gambling Issues. Available at:

Griffiths M. & Delfabbro, P. (2002, October). "The bio-psychosocial approach to gambling: Contextual factors in research and clinical interventions." The Electronic Journal of Gambling Issues: eGambling. Available at:

McMillen, Jan. (2004) "VLTs: Lessons from Australia." Centre for Gambling Research. Available at:

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Title: Community Research Paper Canyon Texas

  • Total Pages: 3
  • Words: 915
  • References:3
  • Citation Style: MLA
  • Document Type: Research Paper

Overview of Community Assignments

Community assessment provides the basis and rationale for clinical interventions in
Community health nursing. Community and Public Health Nurses assess the community by using the nursing process. Nurses gather subjective and objective data, cluster the data into meaningful information, prioritize health needs, establish community diagnoses and evaluate the effectiveness of the interventions implemented. In order to gain a complete assessment of the community (both target population of clinical agency and people in the larger community); several kinds of data are needed:

Assignment 1. (Due by m/n on March 25 m/n in the assignment box) 35% of grade

Community Assessment: This assignment focuses on two major areas to assess:
• Larger community which is the neighborhood and area surrounding your
Community site. This portion of the assessment will give you a general idea of the community in which your client’s population reside.
Clinical agency will be the health department serving the community that you are working with. You will obtain assessment data from a segment of the population served by them either actually or online from the area that you are assessing.
(Use the community assessment data guide starting on p.3 to collect the information for the data for this paper). The second aspect of assessment is writing this information into a formal paper utilizing APA formatting. The criteria are on p.6.

The Community Assessment Data Tool (in this package) provides key assessment data about the community in which the clients of your clinical agency resides as well as pertinent information regarding the clinical agency that you will work with in this course.

• Larger community is the neighborhood and area surrounding your clinical site (health department on list in Information section). This part of the assessment is conducted primarily by downloading and finding your neighborhood/health department area on Google earth, where the targeted population lives (clients’ neighborhood) and area surrounding your agency. This portion of the assessment will give you a general idea of the community in which your clients’ reside.

Clinical agency and the population served by your agency. Include assessment data taken from the clinical agency online or in your neighborhood which would include agency information such as neighborhood illnesses and diseases, number of clients and staff, type of professional staff in the agency.

• Remember in both areas of the assessment (community and agency) you must validate key informant information with statistical data, agency documents, etc.

• The information you obtain during these assessments will serve as the basis of your final paper.

• The Community Assessment Data Tool is a tool to guide your data collection processes. Each agency and community varies somewhat. As a result, you may need to add additional information that is pertinent to your clinical or community.

• You MUST obtain feedback from your clinical faculty prior to submitting the Analysis paper (Assignment II). Remember to make sure that your data assessment was adequate for your project.

Community Assessment Data Guide

Name ________________________ Date _______________

Name of Clinical Site: (initials only) Address:

Overview of clinical site: Health Department serving the community (city or county or both)
Location of clinical site:

Describe the history of the clinical site:

Quote the mission statement of the clinical site:

Briefly describe accessibility of clinical site for clients/staff? For disabled persons; is it adequate?

Clinical Site’s Goals/future plans
What are the clinical site’s healthcare goals/priorities for this year, and long term?

What programs are planned to meet these priorities/goals?

Clinical site Outcomes/evaluation
How does the clinical site determine if it is meeting the healthcare goals/priorities?

To what extent has the clinical site met its healthcare goals/priorities?

Clients of the clinical agency and people in community at large
Describe target population(s) of clinical agency.

Describe demographic/ethnic information regarding clients of agency and the community members at large. Validate demographic observations with statistical data and compare with a larger area such as zip code, city, county, state and nation).

In the surrounding community, what sorts of people do you see (young, old, rich, poor, overweight/underweight, male female, groups families alone)?

What are the lifestyle risk behaviors of clients?

Health and Social services:

List the 4 most common health problems of clients served by the agency.

Where are the nearest health and social services for this community?

Do you see alternative services (Curanderos, Herbalists, Palm readers, Acupunctures, Chiropractors)?

CH Nurse/other staff Roles:
List clinical site personnel (title, credentials, and education):

Describe their job responsibilities:

Describe 3 Community Health Nursing “roles” that are either in place or are needed in this clinical site?

Physical findings of surrounding community:
What is the size of this community (i.e. square miles, blocks)?

What are its boundaries?

How does the community area look; are buildings, roadways, and public areas clean and well-kept, or is dirt, trash and debris seen? Use Google Earth for visualization around the health department.

What do you note about air quality, flora, housing, businesses, space, green areas, animals, people, buildings, natural beauty, water, climate, etc.? Use Google and Google Earth to determine environmental issues.

Are there any waste or land fields present in the area?

Is there any evidence of pollution (i.e. air, water or rodent)? Validate your observations with statistical data and compare to a larger area such as zip code, city, county, state, and nation).

What are the safety issues in/for this clinical site?

How does the clinical site deal with crime, fire and medical emergencies?

Is there a disaster plan in the clinical agency? Briefly describe.

How is the disaster plan communicated to clients?

Within the surrounding community, what are the indications of safety concerns (i.e. bars on windows)? Validate your observations with statistical data and compare to a larger area such as zip code, city, county, state and nation. Do you feel safe?

Within the surrounding community, how do people travel around this community: on foot, bicycle, car, bus, taxi, other?

Within the surrounding community, what is the condition of streets, roads, and sidewalks?

Is transportation or walking conditions a potential problem or health risk factor in this community?

What about access for disabled persons?

Describe the income profile of clients and community members at large: range, median or mean, and poverty rates. (Compare income with a larger area, such as zip code, city or county, state and national).

What are the places for employment in this community?

What industries exist in the area?

What other evidence of economic growth or decline is found?

Validate your economic observations with statistical data.

Describe educational level of clients and of community members at large.

What educational resources are available in this community?

Where is the nearest public library?

Within the surrounding community, where are the “common areas” where people get together?

What recreational facilities (i.e. parks, sports centers, etc) do you see in this community?

Who do you see at these facilities? What activities are they involved in?

Please have paper flow in this exact order below

Items to be included in paper Comments
Clinical site 10
Strategic plan (Goals/current &long term)
People* 10
People in surrounding community
Health and Social Services 10
Roles in Agency 10
Physical Findings 10
Surrounding agency/larger community
Safety 10
Disaster Plan
Transportation 10
Communication and 10
Economic 10
Education 5
APA format 5


Which community tract of neighborhood did you and your partner choose with your clinical faculty's approval?

Our Group has chosen:
Lil Wald Island ??" Henry House (Population 13, 069) FOUNDED IN 1893, OLDEST SETTLEMENT. 4 YEAR COLLAGE. 2.50% LIVES IN POVERTY. 7.8% IS 65+ MEDIAN AGE IS 28.
Sister City ??" Canyon, Texas (Population 13,303)

How have you divided the work? Outline and post names and workload for your faculty:
Per conference call (one of our group members does not live in the area), it was decided our work as a group will be divided into sections, per the Grading Criteria, as follows:
Carrie Transportation, Communication and Recreation, Economic, Education,
Donnice Roles in Agency, Physical Findings, Safety
Mary K. : Clinical Site, People, Health and Social Services

All work will be submitted by an agreed upon due date (prior to March 8th) FOR OUR GROUP DUE DATE MARCH 3RD in order to allow time for compiling of all information one APA formatted paper.

Which methods of assessment will your clinical group use?
Windshield Survey
Data Gathering
Informant Interviews
Stanhope, M
Participant Observation

., & Lancaster, J. (2009). Foundations of nursing in
the community, community-oriented practice. (3 ed., p. 219). St. Louis, Missouri: Mosby Elsevier.


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Area vibes. Canyon Education

Area Vibes. Canyon transportation information.

Canyon Texas

Canyon. Cost of living

Texas Transportation Industry

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