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Category: Social Work and Human Services

Sexually transmitted infections (STIs), and HIV/AIDS in particular, are physical

Sexually transmitted infections (STIs), and HIV/AIDS in particular, are physical health conditions that can have a profound impact on a client’s psychological and relationship functioning. For example, a psychological impact may be that the client feels shame or guilt for having acquired the infection. An example of a relationship impact may be that a client’s disclosing to his or her partner that he or she has the infection may lead to suspicion or mistrust within the couple’s relationship.
Helping professionals also may hold certain biases and assumptions or have particular emotional responses to clients with STIs, specifically HIV/AIDS. These may relate to the client’s prognosis for meeting treatment goals, the helping professional’s level of hope for the client to have a satisfying life, and/or stereotypes about how these infections are acquired. Left unexamined, these biases, assumptions, and emotional reactions can impact a helping professional’s ability to work effectively with a client with an STI, including HIV/AIDS.
AASIGNMENT:
1. Two potential helping professional reactions to a client who has HIV/AIDS.
2. Explain how each reaction might influence the helping professional’s perceptions of the psychological and relational impact of HIV/AIDS when working with the client.
GRADING RUBIC:
1. Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.
2. Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
3. Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors
RESOURCES:
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Golin, C., Davis, R., Przybyla, S., Fowler, B., Parker, S., Earp, J., & … Grodensky, C. (2010). SafeTalk, a multicomponent, motivational interviewing-based, safer sex counseling program for people living with HIV/AIDS: A qualitative assessment of patients’ views. AIDS Patient Care & STDs, 24(4), 237–245.
Horan, S. M. (2016). Further understanding sexual communication: Honesty, deception, safety, and risk. Journal of Social and Personal Relationships, 33, 449–468.
Required Media
Medline. (2017). Sexually transmitted diseases. Retrieved from https://medlineplus.gov/sexuallytransmitteddiseases.html

Assignment: 1. Post a blog post that includes: An explanation of how you have a

Assignment:
1. Post a blog post that includes:
An explanation of how you have addressed intervention or how you might address intervention in your field education experience.
grading rubic:
1. The blog is well organized. The format is easy to follow, flows smoothly from one idea to another, and logically conveys key ideas. Blog contains very few or no writing and/or spelling errors and uses proper grammar.
2. Content includes excellent answers specific to the questions asked. The blog includes a reflection on the field placement experience and provides an example(s) specific to one’s agency.
BACKGROUND:
My agency is Vermillion Behavioral Health, it is an inpatient adolescent treatment program

THIS IS A DISCUSSION QUESTION RESPONSE. THIS IS A LITTLE BACKGROUND FOR THE DISC

THIS IS A DISCUSSION QUESTION RESPONSE.
THIS IS A LITTLE BACKGROUND FOR THE DISCUSSION:
Sexually transmitted infections (STIs), and HIV/AIDS in particular, are physical health conditions that can have a profound impact on a client’s psychological and relationship functioning. For example, a psychological impact may be that the client feels shame or guilt for having acquired the infection. An example of a relationship impact may be that a client’s disclosing to his or her partner that he or she has the infection may lead to suspicion or mistrust within the couple’s relationship.
Helping professionals also may hold certain biases and assumptions or have particular emotional responses to clients with STIs, specifically HIV/AIDS. These may relate to the client’s prognosis for meeting treatment goals, the helping professional’s level of hope for the client to have a satisfying life, and/or stereotypes about how these infections are acquired. Left unexamined, these biases, assumptions, and emotional reactions can impact a helping professional’s ability to work effectively with a client with an STI, including HIV/AIDS.
HERE IS THE ASSIGNMENT:
Respond by to your colleagues’ postings, sharing or validating an insight gained from your reading using your professional experiences.
HERE IS THE DISCUSSION QUESTION THAT YOU WILL BE RESPONDING TO:
Potential Responses to a Client with HIV/AIDS
Socially held stigmas associate a diagnosis of HIV or AIDS with promiscuity, extramarital sex, or other undesirable, censured behavior (Centers for Disease Control and Prevention [CDC], 2022a). The Centers for Disease Control and Prevention (2022b) recommend that people with HIV/AIDS take steps to protect others by choosing sexual activities that are less risky than vaginal or anal intercourse, using appropriate protective barriers and disclosing their status to partners. When a client reveals that they have HIV or AIDS, a helping professional can respond with empathy or with judgment and stigmatized attitudes (Golin et al., 2010).
Professionals responding judgmentally may conceptualize behavior as ‘good’ or ‘bad’ and make moral judgments about clients based on the types of behavior in which a client engages (Golin et al., 2010). Due to their stigmatized attitudes, professionals responding judgmentally may believe clients internalize stigmas about individuals with HIV/AIDS and that the diagnosis causes them to experience shame and embarrassment. According to Horan (2015), individuals with higher numbers of sexual partners are less comfortable talking about safe sex practices. A judgmental professional may think that the diagnosis does not impact that person’s relationships because they do not disclose the information to potential partners. Some providers believe health issues become more important than issues related to sexuality when a person has a serious illness (Levine et al., 2016). A professional with stigmatizing, judgmental beliefs may think that the impacts that a diagnosis of HIV or AIDS has on a person’s intimate relationships do not matter to them.
A provider responding to a client with HIV or AIDS empathetically respects their client’s autonomy and self-determination and recognizes that each person’s experience is unique (Golin et al., 2010). They understand that clients have a choice in what they disclose and the types of sexual activity in which they participate and may choose to use motivational interviewing techniques to explore the psychological and relational impact of the diagnosis (Golin et al., 2010). A diagnosis of HIV or AIDS is a traumatic, stressful, life-changing event that may cause a person to think differently about themselves or become depressed (CDC, 2022a). With that said, the trauma of diagnosis and illness can be long-lasting; providers can work with patients to process the grief associated with the diagnosis and associated life changes (Levine et al., 2016). However, participants in a study conducted by Golin et al. (2010) suggested that people with HIV or AIDS can feel otherwise; they suggested images in a safer sex training course be more visible and appear less embarrassed. Changes in sexual functioning or an inability to engage in previously enjoyed sexual activities can cause feelings of loss and sadness and impact relationship dynamics (Levine et al., 2016). When a couple no longer participates in the sexual activities they once did, other relationship issues can become heightened; however, the relationship does not have to be destroyed (Levine et al., 2016). Different types of sexual activities can satisfy needs for emotional and physical intimacy (Levine et al., 2016). Similarly, psychotherapeutic interventions and enhancing affectionate communication can improve relationship dynamics (Horan, 2015).
References
Centers for Disease Control and Prevention. (2022a, June 2). Facts about hiv stigma. https://www.cdc.gov/hiv/basics/hiv-stigma/index.html
Centers for Disease Control and Prevention. (2022b, June 9). Protecting others. https://www.cdc.gov/hiv/basics/livingwithhiv/protecting-others.html
Golin, C. E., Davis, R. A., Przybyla, S. M., Fowler, B., Parker, S., Earp, J., Quinlivan, E., Kalichman, S. C., Patel, S. N., & Grodensky, C. A. (2010). Safetalk, a multicomponent, motivational interviewing-based, safer sex counseling program for people living with hiv/aids: A qualitative assessment of patients’ views. AIDS Patient Care and STDs, 24(4), 237–245. https://doi.org/10.1089/apc.2009.0252
Horan, S. M. (2015). Further understanding sexual communication. Journal of Social and Personal Relationships, 33(4), 449–468. https://doi.org/10.1177/0265407515578821
Levine, S. B., Risen, C. B., & Althof, S. E. (Eds.). (2016). Handbook of clinical sexuality for mental health professionals (3rd ed.). Routledge

Submit a 1-2 page paper in which you: 1. Identify the agencies funding sources

Submit a 1-2 page paper in which you:
1. Identify the agencies funding sources
2. Identify state and federal policies that impact the agency’s funding.
3. Explain in specific detail, the impact of the policies identified and how they impact the agency’s funding.
4.. Discuss potential threats to the agency’s funding as a result of the current policies.
grading rubic:
1. Paper addressed each point of the assignment.
2. Paper demonstrated ability to evaluate the implication of policies and policy change in the lives of clients/constituents.
3. Paper demonstrated critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
THE WRITER CAN GET ALL INFORMATION NEEDED BY GOOGLE. THE WRITER WILL USE VERMILION BEHAVIORAL HOSPITAL IN LAFAYETTE, LOUISIANA

Assignment 4-Policy Analysis & Alternative The purpose of this assignment is to

Assignment 4-Policy Analysis & Alternative
The purpose of this assignment is to analyze the policy using relevant empirical evidence, experts’ critiques, and key stakeholders’ beliefs. Students may prepare an individual paper or a class presentation for the last week of class.
The paper should be 5-7 pages in length. The paper should have a title page and references, neither of which are included in the final page length. The presentation should be 10 minutes inlength. Both paper and presentation should include academic references using APA formatting. More instructions to be provided in class
The purpose of this assignment is to analyze a social welfare policy using relevant empirical evidence in support of and opposing the policy. Students should apply the policy framework from Blau, J., & Abramovitz, M. (2010). The dynamics of social welfare policy to take a deeper look into the origins of the policy.

OVERVIEW A multiculturally oriented human services professional must be aware of

OVERVIEW
A multiculturally oriented human services professional must be aware of local cultural
opportunities and supports to enhance and increase the empathetic and practical support given to
clients. The purpose of this assignment is to encourage you to explore the area where you live to
locate local resources and associated services and supports, as well as the particular needs of
local clients, which will vary by student location. This assignment will help students identify
strengths and areas for growth. Understanding local, relevant cultural needs and resources can
help to identify and become aware of potential bias and limitations. When we are prepared to
help clients from various cultural backgrounds, this increases self-confidence, and confidence
clients have in us as informed, multiculturally oriented professionals.
INSTRUCTIONS
Write a 3-5 page paper (not counting the title page and reference page) describing 3 local
resources with obvious multicultural orientation. The local resources must be agencies with
physical buildings, not solely online sources. You do not need to write an abstract. Follow
current APA professional style standards. You may use Scripture as well (see the Writing Style
Guide tab for how to cite and reference Bible versions that you quote).
Begin with a brief paper introduction before going to your first section/heading (do not use a
heading for the introduction). In this opening paragraph, state and describe the town/city you live
in, including statistics on the cultural makeup (cite and reference the source used for this
information). Include population demographics for the town or city you live in (for example,
how many people live in your town, age demographics, racial composition, religion, economics,
crime rate, education, and any other significant information). What is important to know about
the city/town you live in?
Use a heading for each of the 3 local resources. Do not use any additional subheadings; use
paragraphs to separate main ideas. As you describe each local resource and the cultural need it
best meets, give the address, explain the referral or application process, costs (use a sliding pay
scale, take insurance, for example), when the agency was founded, and details of the services
provided. Cite and reference the websites or documents used in describing the services of 3 local
cultural resources.
Choose 3 different agencies that meet 3 different needs, rather than all three agencies addressing
the same social services need. These agencies must have obvious, specific multicultural
orientation. For example, a mental health counseling agency does not meet this requirement;
however, a counselor fluent in American Sign Language would meet this requirement and be an
excellent resource to be aware of. If you note that there is a large Latin American population
where you live, for example, aim to find a human services resource that includes Spanish
speaking services.
HSCO 509
The resources should be actual buildings with practical supports. If you live in a small town with
few resources, it is fine to locate supports that are close by. This is an opportunity to learn new
information regarding resources where you live. Do not choose your own current or previous
workplace. All work must be original; do not resubmit work you have submitted for this or
another class. Some ideas for multiculturally oriented resources include different languages
offered, faith-based, focused on veterans, and immigrants. If you have a question about a
resource, reach out to your professor.
Use a heading for the Conclusion. In the conclusion section of your paper, reflect on your
analysis of the multicultural orientation of the area you live in: what needs did you identify, how
good of a job do you think your hometown/city is doing, and what areas do you see yourself
needing to learn more about and grow in. Because you are writing about your personal response
in the Conclusion, it is appropriate to use first person pronouns (I, me, my, for example) in this
final section.
I live in Harrisonburg, Virginia

17 FEB 22 Home Visit Possible CROHN’S Disease- has diarrhoea like symptoms

17 FEB 22
Home Visit
Possible CROHN’S Disease- has diarrhoea like symptoms
Stomach aches and cramps- this is disrupting school attendance.
Never being out.
Stays up late
Next meeting, we agreed to discuss his sleep pattern
How we can assist him upon his return to school, i.e., having access to the toilets (speaking to IT Dept to issue him with access card to the lavatory)
24 FEB 22
N/A
No consultation today mum indisposed (COVID-19)
03 MARCH 22
N/A
No consultation-COVID-19, Household indisposed
27 APRIL 22
Home Visit
Met Reggie today, looking cheerful, we spoke about his GCSCE’S Exams. I said to him it was probably too late for him to come into school as his barely got two weeks to sit his Exams, Mum said she’s been in contact with the schools’ authorities to discuss how Reggie can sit his Exams, mum said they suggested the Dickenson Centre, so that he can have immediate access to the lavatories should he need to use it. I asked how he was coping he said he was fine, does not think about his ordeal anymore, Reggie managed to go out with family for a meal, I said to him our next session will be to take a walk and chat.
04 MAY 22
Home Visit
I paid a visit to Reggie and his mum; Reggie and I went for walk and chat recapping on our previous meeting. I asked how he was feeling, he said he was OK and that it felt very nice to get out of the house and go for a walk and then have a chat. Reggie said he was ready to take his GCSC’S but not sure how his going to perform but said it will come back to him when he sees the questions but right now does not know what to expect.
He said he would like to study business management, he said business can take you places, and you could function in any role one finds him/herself.
Describe the…
A. Situation
B. what you did
C. What impact did it have on the service user
D. What you learnt

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