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Topic 6: Vargas Family Case Study

Topic 6: Vargas Family Case Study

Topic 6: Vargas Family Case Study

Read “Topic 6: Vargas Family Case Study.” Develop three experiential interventions that you would use with the Vargas family.

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It’s time to get creative! You have noticed that the Vargas family struggles with emotional expression, particularly with congruent emotional expression (i.e., words, actions, and body language being congruent). Using the Experiential Interventions Template, create three unique experiential interventions that you would use with the family and describe how they would be helpful to the family. It may be helpful to refer to the library articles for ideas and inspiration, but do not copy existing interventions. Be sure to fully address each section in the template for each of the three interventions in your paper:

  • Title of your Intervention
  • General Goals
  • Materials Needed
  • Advance Preparation Needed
  • Description of the Intervention with the Vargas family
  • Discussion of the Benefits of the Intervention to the Vargas Family
  • References (if any)

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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    CNL-521-R-T6VargasFamilySession6ScoringGuide.docx

    CNL-521: Vargas Family Case Study: Sixth Session

    Scoring Guide

     

    Grading Category Points Comments
    The first intervention includes a full description of the general goals, materials needed, advance preparation needed, description of the intervention with the Vargas family, and a discussion of the benefits of the intervention to the Vargas family. Scholarly references are included as applicable. 0/25  
    The second intervention includes a full description of the general goals, materials needed, advance preparation needed; a description of the intervention with the Vargas family; and a discussion of the benefits of the intervention to the Vargas family. Scholarly references are included as applicable. 0/25  
    The third intervention includes a full description of the general goals, materials needed, advance preparation needed, description of the intervention with the Vargas family, and a discussion of the benefits of the intervention to the Vargas family. Scholarly references are included as applicable. 0/25  
    Total 0/75  

     

     

    ©2018. Grand Canyon University. All Rights Reserved.

  • attachment

    CNL-521-RS-T6CaseStudy.docx

    cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com

     

    CNL-521 Topic 6: Vargas Case Study

     

    The Vargas family arrives five minutes late for their 6th session. Elizabeth apologizes for their tardiness and complains that they had come from an event hosted by her former employer and were having an argument in the parking lot. You notice the children appear somewhat disheveled with red cheeks and grass-stained clothing. They excitedly share stories of coming from a “big picnic” where they “played lots of games and made new friends.” Frank tells you that he was playing Kick Ball and that his team was winning. Smiling and tousling Frank’s hair, Bob adds that he and Frank were “an unstoppable force” who dominated each event at the picnic. Bob and Frank were in the middle of a celebratory high-five when Heidi tells her dad that she wishes he would have been on her soccer team. While still engaged in the celebration with Frank, Bob replies, “Me too; maybe next time.” Topic 6: Vargas Family Case Study

     

    Elizabeth states she was “pleasantly surprised” that Bob was enjoying himself, given his strong personal opinion of many of her friends, who are gay. Bob insists that the picnic was “just okay,” and that he “was just trying to be nice.” He tells you he doesn’t have “anything against gays,” but that “they just make me uncomfortable.” Heidi reminds him that he agreed to have her new friend, Dani “and her two daddies,” over for a barbeque. You comment that the family’s mood has changed from how they arrived. Frank explains that his mother got angry at him and admits to running away and hiding from his mother when she said it was time to leave the picnic. Elizabeth immediately denies being mad at him. You ask Frank what made him think his mother was mad, and he replied, “Her eyes were squinty and she had a mean voice.” When asked if his dad was also angry, Frank replies, “He saw me in my hiding place; he was smiling. Then in the car, he yelled at me to ‘listen to your mother.’”

     

    Elizabeth shot Bob an angry look when Heidi shares that she was having fun playing soccer and that she didn’t want to leave either. She adds, “I always listen because I don’t want Mommy to be sad.” She proceeds to blame her brother for “making Mommy and Daddy fight” to which Frank makes a counter-accusation, blaming Heidi for the parental discord. Elizabeth and Bob exchange angry looks, then Bob assures Heidi that, “It wasn’t all your fault.” Topic 6: Vargas Family Case Study

     

    © 2019. Grand Canyon University. All Rights Reserved.

     

    © 2015. Grand Canyon University. All Rights Reserved.

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    CNL-521-RS-T6ExperientialInterventionTemplate.docx

    EXPERIENTIAL INTERVENTIONS 1

     

    EXPERIENTIAL INTERVENTIONS 4

     

    Experiential Interventions

    <Student’s Name>

    Grand Canyon University: CNL-521

    <Date>

     

    CNL-521 Topic 6: Experiential Interventions

    Directions: It is time to get creative! You have noticed that the Vargas family struggles with emotional expression, particularly with congruent emotional expression (i.e., words, actions, and body language being congruent). Using this template, create three unique experiential interventions that you would use with the family and describe how they would be helpful to the family. It may be helpful to refer to resources for ideas and inspiration, but do not copy existing interventions. Be sure to fully address each section in the template for each of the three interventions in your paper:

     

    Intervention 1

    Title of your Intervention:

    General Goals:

    Materials Needed:

    Advance Preparation Needed:

    Description of the Intervention with the Vargas family:

    Discuss the benefits of the Intervention to the Vargas family:

    Citation for references (if any):

    Intervention 2

    Title of your Intervention:

    General Goals:

    Materials Needed:

    Advance Preparation Needed:

    Description of the Intervention with the Vargas family:

    Discuss the benefits of the Intervention to the Vargas family:

    Citation for references (if any):

    Intervention 3

    Title of your Intervention:

    General Goals:

    Materials Needed:

    Advance Preparation Needed:

    Description of the Intervention with the Vargas family:

    Discuss the benefits of the Intervention to the Vargas family:

    Citation for references (if any):

     

    References

    © 2019 Grand Canyon University. All Rights Reserved.

  • attachment

    Rubric_Print_Format.xlsx

    Rubic_Print_Format

    Course Code Class Code Assignment Title Total Points
    CNL-521 CNL-521-O500 Vargas Family Case Study: Fifth Session (Obj. 5.1 and 5.2) 75.0
    Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
    Content 70.0%
    How Jay or Chloe Would Approach the Current Presenting Problem Including Two Interventions 20.0% The paper does not discuss how Jay Haley or Chloe Madanes would approach the current presenting problem, does not describe two interventions he/she may use and why for the Vargas family, and does not make any connections through scholarly, academic research. The paper vaguely discusses how Jay Haley or Chloe Madanes would approach the current presenting problem, vaguely describes two interventions he/she may use and why for the Vargas family, and makes few connections through scholarly, academic research. The paper fully discusses how Jay Haley or Chloe Madanes would approach the current presenting problem, and fully describes two interventions he/she may use and why for the Vargas family, and makes clear connections through scholarly, academic research. The paper provides an advanced discussion of how Jay Haley or Chloe Madanes would approach the current presenting problem, and fully describes two interventions he/she may use and why for the Vargas family, and makes sound connections through scholarly, academic research. The paper provides a comprehensive discussion of how Jay Haley or Chloe Madanes would approach the current presenting problem, and thoroughly describes two interventions he/she may use and why for the Vargas family, and makes insightful connections through scholarly, academic research.
    How a MRI-style Therapist Would Approach the Current Presenting Problem Including Two Interventions 30.0% The paper does not discuss how a MRI-style therapist would approach the current presenting problem, does not describe two interventions to use and why for the Vargas family, and does not make any connections through scholarly, academic research. The paper vaguely discusses how a MRI-style therapist would approach the current presenting problem, vaguely describes two interventions to use and why for the Vargas family, and makes few connections through scholarly, academic research. The paper fully discusses how a MRI-style therapist would approach the current presenting problem, fully describes two interventions to use and why for the Vargas family, and makes clear connections through scholarly, academic research. The paper provides an advanced discussion on how a MRI-style therapist would approach the current presenting problem, fully describes two interventions to use and why for the Vargas family, and makes sound connections through scholarly, academic research. The paper provides a comprehensive discussion on how a MRI-style therapist would approach the current presenting problem, thoroughly describes two interventions to use and why for the Vargas family, and makes insightful connections through scholarly, academic research.
    How a Milan-style Therapist Would Approach the Current Presenting Problem Including Two Interventions 20.0% The paper does not discuss how a Milan-style therapist would approach the current presenting problem, does not describe two interventions to use and why for the Vargas family, and does not make any connections through scholarly, academic research. The paper vaguely discusses how a Milan-style therapist would approach the current presenting problem, vaguely describes two interventions to use and why for the Vargas family, and makes few connections through scholarly, academic research. The paper fully discusses how a Milan-style therapist would approach the current presenting problem, fully describes two interventions to use and why for the Vargas family, and makes clear connections through scholarly, academic research. The paper provides an advanced discussion on how a Milan-style therapist would approach the current presenting problem, fully describes two interventions to use and why for the Vargas family, and makes sound connections through scholarly, academic research. The paper provides a comprehensive discussion on how a Milan-style therapist would approach the current presenting problem, thoroughly describes two interventions to use and why for the Vargas family, and makes insightful connections through scholarly, academic research.
    Organization and Effectiveness 20.0%
    Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
    Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
    Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
    Format 10.0%
    Paper Format (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
    Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
    Total Weightage 100%
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    writing-center-style-apa-7th-edition-template-with-abstract.docx

    6

    Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

     

    Student A. Sample

    College Name, Grand Canyon University

    Course Number: Course Title

    Instructor’s Name

    ASSIGNMENT TITLE HERE

     

     

    1

     

    Assignment Due Date

    Abstract

    An abstract is a brief, comprehensive summary of the contents of a paper that runs a maximum of 250 words (American Psychological Association, 2020). It should contain a synopsis of the points in the paper but also be readable and well organized. It should be a single paragraph. To use this page of the template, simply delete this paragraph and start typing. The formatting should stay the same, with no indentation. An abstract is not required unless the assignment asks for one. Check the assignment details before including this element in your paper.

    Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

    This is an electronic template for papers written according to the style of the American Psychological Association (APA, 2020) as outlined in the seventh edition of the Publication Manual of the American Psychological Association. The purpose of the template is to help students set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The text is left-justified only; that means the left margin is straight, but the right margin is ragged. Each paragraph is indented 0.5 inch. It is best to use the tab key to indent, or set a first-line indent in the paragraph settings. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12 point. This font and size is required for GCU papers. Topic 6: Vargas Family Case Study

    The Section Heading

    The heading above would be used if you want to have your paper divided into sections based on content. This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. Papers for beginning undergraduate courses (100 or 200 level) will generally not need headings beyond Level 1. The paper title serves as the heading for the first paragraph of the paper, so “Introduction” is not used as a heading.

    Subsection Heading

    The subheading above would be used if there are several sections within the topic labeled in a first level heading. This is a Level 2 heading, and it is flush left and bolded, and the initial word and each word of four or more letters is capitalized.

    Subsection Heading

    APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. Headings are used in order, so a paper must use Level 1 before using Level 2. Do not adjust spacing to change where on the page a heading falls, even if it would be the last line on a page.

    The Title Page

    When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. You will also need to change the items on the title page. Fill in your own title, name, course, college, instructor, and date. List the college to which the course belongs, such as College of Theology, College of Business, or College of Humanities and Social Sciences. GCU uses three letters and numbers with a hyphen for course numbers, such as CWV-101 or UNV-104. The date should be written as Month Day, Year. Spell out the month name.

    Formatting References and Citations

    APA Style includes rules for citing resources. The Publication Manual (APA, 2020) also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although APA Style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. GCU has prepared an APA Style Guide available in the Student Success Center and on the GCU Library’s Citing Sources in APA guide (https://libguides.gcu.edu/APA) for help in correctly formatting according to APA Style.

    The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below. This page includes examples of how to format different reference types. The first reference is to a webpage without a clear date, which is common with organizational websites (American Nurses Association, n.d.). Next is the Publication Manual referred to throughout this template (APA, 2020). Notice that the manual reference includes the DOI number, even though this is a print book, as the DOI was listed on book, and does not include a publisher name since the publisher is also the author. A journal article reference will also often include a DOI, and as this article has four authors, only the first would appear in the in-text citation (Copeland et al., 2013). Government publications like the Treatment Improvement Protocol series documents from the Center for Substance Abuse Treatment (2014) are another common source found online. A book without a DOI is the last example (Holland & Forrest, 2017). Topic 6: Vargas Family Case Study

    References

    American Nurses Association. (n.d.). Scope of practice. https://www.nursingworld.org/practice-policy/scope-of-practice/

    American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

    Center for Substance Abuse Treatment. (2014). Improving cultural competence (HHS Publication No. 14-4849). U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. https://www.ncbi.nlm.nih.gov/books/NBK248428/

    Copeland, T., Henderson, B., Mayer, B., & Nicholson, S. (2013). Three different paths for tabletop gaming in school libraries. Library Trends, 61(4), 825–835. https://doi.org/10.1353/lib.2013.0018

    Holland, R. A., & Forrest, B. K. (2017). Good arguments: Making your case in writing and public speaking. Baker Academic.