Chat with us, powered by LiveChat CASE STUDY Levi is a 35-year-old man who is HIV positive. He works as an auto mechanic. Since learning that he was HIV positive 10 years ago, Levi has been on medications that have - Writingforyou

CASE STUDY Levi is a 35-year-old man who is HIV positive. He works as an auto mechanic. Since learning that he was HIV positive 10 years ago, Levi has been on medications that have

CASE STUDY

Levi is a 35-year-old man who is HIV positive. He works as an auto mechanic. Since learning that he was HIV positive 10 years ago, Levi has been on medications that have stopped the progression to AIDS, and Levi is fairly healthy. However, the emotional toll has been much more serious. Levi has withdrawn from most social interactions. He has not told anyone in his family, and he has fallen away from most of his friends. He has been able to obtain a variety of medications for anxiety, and often takes more than the prescribed dosage. In addition, he has had a cocaine habit that he views as his only area of excitement in life. His pattern of use is on weekends, or sometimes as a "pick-me-up" to get to work. He tends to use the anti-anxiety medications in the evening to help him relax and sleep. He sees his life slipping away in what has come to feel like an increasingly empty lifestyle. He calls a counselor to talk about his problems.

Overview

In your previous assignment, you identified and analyzed a developmental theory to apply to a case study. In this assignment, you will build on the work you have done by analyzing ecosystems theory and deciding on an actual application from a person-in-environment perspective. As with last time, it is vital to support the application of your chosen theory with scholarly research in the Capella University Library.

Case Study Treatment Plan

For your course project, you will choose from Levi, Elisa, Hofsa, or Robert. The clients in the case studies are ethnically diverse and are struggling with a variety of psychosocial issues.

As you read the case studies, consider the following:

  • What factors exist within the client’s intersectionality (gender, race, ethnicity, sexual orientation, gender identity, disability, class, etc.)?
  • What is the developmental stage of the client and what developmental tasks or crises are associated with this age group?
  • Who or what is part of the client’s support system?
  • Systems to consider include family, friends, work, social services, politics, religion, goods and services, and educational systems.
  • What supports would the client benefit from?
  • What goals would you establish to improve the client’s situation?

This is a three-part project. Spending time up front to get a good picture of the client and their issues is time well spent. You may "add" some information about your client but do it in your Theory Identification and Analysis assignment and be very specific about what you are adding (more demographic or environmental information).

Instructions

After you have reviewed the Case Study Treatment Plan multimedia activity, compose a paper  that includes the following. Visit the Social Work Masters Program (MSW) Library GuideLinks to an external site. for help researching scholarly sources.

  • Introduce the client.
    • Describe the client's demographic information and intersectionality (gender, race, ethnicity, sexual orientation, gender identity, disability, class, etc.)
    • Develop a statement of the presenting problem.
  • Research: Apply key components of ecosystems theory to the assessment, intervention, and evaluation of the chosen case study.
    • Use scholarly research to support application of the theory.
  • Assess: Assess the client from the person-in-environment perspective.
    • Consider systems such as family, friends, work, social services, politics, religion, goods and services, and educational systems.
      • Which systems provide or could provide the client with support?
      • Which systems may be hindering the client?
    • Include the client's intersectionality in your assessment.
    • Apply scholarly research to support the discussion.
  • Intervene: Discuss an appropriate intervention for this client, including two short-term and two long-term goals.
    • Include at least two systems in the short-term and long-term goals.
    • Apply systems theory to justify the chosen intervention.
  • Evaluate: Evaluate the strengths and limitations of the intervention plan from an ecosystems perspective.
    • Evaluate how the intervention plan addresses diversity.
  • Engage: Discuss opportunities to integrate knowledge of human behavior and person in environment into social work into social work practice when engaging with clients.
    • Apply scholarly research to support the discussion.
    • Discuss engagement strategies needed when working with diverse clients.

Additional Requirements

Your assignment should meet the following requirements:

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Use Academic WriterLinks to an external site. for guidance in citing sources in proper APA style. See the Writing CenterLinks to an external site. for more APA resources specific to your degree level.
  • Cited resources: A minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.
  • Length of paper: A minimum of six double-spaced pages.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work. (C4.GP.B)
    • Introduce the client, including a description of the client's demographic information and intersectionality. (C7.GP.B)
    • Discuss an appropriate intervention for this client, including two short-term and two long-term goals. (C8.GP.B)
  • Competency 2: Apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies. (C6.GP.A)
    • Apply key components of ecosystems theory to the assessment, intervention, and evaluation of the chosen case study. (C4.GP.B)
    • Discuss opportunities to integrate this knowledge into social work practice when engaging with clients. (C6.GP.A)
  • Competency 4: Incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies. (C8.GP.B)
    • Assess the client from the person-in-environment perspective. (C7.GP.B)
  • Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
    • Evaluate the strengths and limitations of the intervention plan from an ecosystems perspective. (C9.GP.B)
    • Create a clear, well-organized, professional document that is generally free of errors in grammar, punctuation, and spelling.
    • Follow APA style and formatting guidelines for citations and references.

    View RubricTheory ApplicationTheory ApplicationCriteriaRatingsPtsIntroduce the client, including a description of the client's demographic information and intersectionality. (C7.GP.B)view longer description26 to >22.1 ptsDISTINGUISHEDIntroduces the client, including a description of the client's demographic information and intersectionality, as well as a statement of the presenting problem.22.1 to >18.2 ptsPROFICIENTIntroduces the client, including a description of the client's demographic information and intersectionality.18.2 to >0 ptsBASICIdentifies the client.0 ptsNON_PERFORMANCEDoes not identify the client./ 26 ptsApply key components of ecosystems theory to the assessment, intervention, and evaluation of the chosen case study. (C4.GP.B)view longer description26 to >22.1 ptsDISTINGUISHEDApplies key components of ecosystems theory to the assessment, intervention, and evaluation of the chosen case study, and uses scholarly research to support application of the theory.22.1 to >18.2 ptsPROFICIENTApplies key components of ecosystems theory to the assessment, intervention, and evaluation of the chosen case study.18.2 to >0 ptsBASICIdentifies key components of ecosystems theory applicable to the assessment, intervention, and evaluation of the chosen case study.0 ptsNON_PERFORMANCEDoes not identify key components of ecosystems theory applicable to the assessment, intervention, and evaluation of the chosen case study./ 26 ptsAssess the client from the person-in-environment perspective. (C7.GP.B)view longer description28 to >23.8 ptsDISTINGUISHEDAssesses the client from the person-in-environment perspective, and applies scholarly research to support the assessment.23.8 to >19.6 ptsPROFICIENTAssesses the client from the person-in-environment perspective.19.6 to >0 ptsBASICAssesses the client, but does not clearly apply the person-in-environment perspective.0 ptsNON_PERFORMANCEDoes not assess the client./ 28 ptsDiscuss an appropriate intervention for this client, including two short-term and two long-term goals. (C8.GP.B)view longer description28 to >23.8 ptsDISTINGUISHEDDiscusses an appropriate intervention for this client, including two short-term and two long-term goals, and applies systems theory to contextualize the appropriateness of the chosen intervention.23.8 to >19.6 ptsPROFICIENTDiscusses an appropriate intervention for this client, including two short-term and two long-term goals.19.6 to >0 ptsBASICIdentifies an appropriate intervention for this client.0 ptsNON_PERFORMANCEDoes not identify an appropriate intervention for this client./ 28 ptsEvaluate the strengths and limitations of the intervention plan from an ecosystems perspective. (C9.GP.B)view longer description26 to >22.1 ptsDISTINGUISHEDEvaluates the strengths and limitations of the intervention plan from an ecosystems perspective, and applies scholarly research to support the evaluation.22.1 to >18.2 ptsPROFICIENTEvaluates the strengths and limitations of the intervention plan from an ecosystems perspective.18.2 to >0 ptsBASICIdentifies the strengths and limitations of the intervention plan.0 ptsNON_PERFORMANCEDoes not identify the strengths and limitations of the intervention plan./ 26 ptsDiscuss opportunities to integrate this knowledge into social work practice when engaging with clients. (C6.GP.A)view longer description26 to >22.1 ptsDISTINGUISHEDDiscusses opportunities to integrate this knowledge into social work practice when engaging with clients, and applies scholarly research to support the discussion.22.1 to >18.2 ptsPROFICIENTDiscusses opportunities to integrate this knowledge into social work practice when engaging with clients.18.2 to >0 ptsBASICIdentifies opportunities to integrate this knowledge into social work practice when engaging with clients.0 ptsNON_PERFORMANCEDoes not identify opportunities to integrate this knowledge into social work practice when engaging with clients./ 26 ptsCreate a clear, well-organized, professional document that is generally free of errors in grammar, punctuation, and spelling.view longer description20 to >17 ptsDISTINGUISHEDCreates a document that is clearly written, well organized, and completely free of grammatical errors.17 to >14 ptsPROFICIENTCreates a clear, well-organized, professional document that is generally free of errors in grammar, punctuation, and spelling.14 to >0 ptsBASICCreates a document that is not clearly written or contains frequent errors.0 ptsNON_PERFORMANCECreates a document that is not clearly written and contains frequent errors./ 20 ptsFollow APA style and formatting guidelines for citations and references.view longer description20 to >17 ptsDISTINGUISHEDFollows APA formatting guidelines for resources and citations, without errors.17 to >14 ptsPROFICIENTFollows APA formatting guidelines for resources and citations.14 to >0 ptsBASICFollows APA formatting guidelines for resources and citations, but with errors.0 ptsNON_PERFORMANCEDoes not follow APA formatting guidelines for resources and citations./ 20 pts

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Levi’s Case Study

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Levi’s Case Study

Levi is a 35-year-old man HIV positive working as an auto mechanic. Knowing his HIV positive status as far back as ten years ago, he has been able to control the situation with medical drugs. Although his diagnosis has been emotional, it has gone deep, causing social isolation and his life seems meaningless. Levi has not declared his HIV status to his family or friends which has made him further isolated from social support networks. He fights anxiety through consuming high amounts of anti-anxiety drugs more than the prescribed dose sometimes adding cocaine for thrill. Levi views his life as dwindling away and this drives him into seeing a counselor for his problems. The intersecting identities that were in play in Levi experiences made him to feel isolated, ashamed and emotionally distressed therefore counseling should target the whole Levi. The presenting problem of Levi is the emotional distress due to the HIV diagnosis, social withdrawal, anxiety and substance use. He struggles with void shrouding him, drowning in substances and unhealthy patterns.

Discrimination and Intersectionality

Research suggests that individuals living with HIV often face discrimination due to societal stigma, misconceptions, and fear. The HIV photos that originally surfaced in the early 1980s are the source of many myths around the virus. There are still misunderstandings about the spread of HIV and what it means to be HIV positive in the modern world. People dread contracting HIV due to a combination of antiquated beliefs and a lack of knowledge and awareness. Furthermore, a common misconception is that HIV is a disease that exclusively affects certain populations (Centers for Disease Control and Prevention, 2021). This results in unfavorable perceptions of those who are HIV positive. Intersectionality is a concept that demonstrates how elements of identity, such as race, sexual orientation, and socioeconomic status, come together to define experiences of discrimination. For Levi, being HIV-positive and substance using may make the stigma and discrimination worse, as a male. The research shows that intervention in an intersectionality framework is necessary in the establishment of effective interventions among vulnerable populations like Levi.

Engagement Strategies

A social worker may ensure that Levi feels supported and not judged by using techniques such as empathetic listening and validation. Knowing how personal biases have potential impacts, the social worker therefore needs to constantly reflect to identify and then minimize those biases that may be holding them back from truly connecting with Levi. Empathic listening and non-judgmental support can build trust (Lekganyane & Manganyi, 2023). Motivational interviewing skills can be used in order to explore Levi's ambivalence towards the change and address any reluctances in relation to his unwillingness to disclose his status of having HIV or seeking help for his substance misuse. Overcoming personal biases and experiences is what is learned individually and continuously. Social workers must recognize their own biases and actively work to mitigate their impact on client interactions.

Assessment of Developmental Stage

Developmental stage in the ecologic perspective would be observed by taking into account individual characteristics and the influences in the environment and the intersectionality’s of his identities. Nyongesa et al. (2022) postulate that the experience of living with HIV elicits challenges in development as one struggles with identity, intimacy, and adjustment to the trajectory of chronic illness. This association of Levi's HIV status, substance use, and the interacting societal views is causing injury to his developmental trajectory, which further adds to emotional turmoil and disruption in psychosocial well-being.

Intervention with Developmental Theory

Applying Erikson's psychosocial developmental theory can provide insights into Levi's case. Erikson identified eight psychosocial development phases that arrange personality development from infancy to maturity. Individuals experience psychological crises at every step, which may or may not affect personality development. Complete each step to create a healthy personality and core attributes. The ego can use defining virtues to overcome future crises. (Orenstein & Lewis, 2022). Unhealthy personality and sense of self might arise from not finishing a stage, which can also lower one's capacity to finish subsequent stages. Levi may be in the stage of "identity versus role confusion," characterized by the exploration of personal identity and values. Levi's concealment of his HIV status and struggles with social withdrawal suggest unresolved conflicts related to identity and self-acceptance. His use of narcotics to deal with worry and emptiness echoes Erikson's later struggles to find meaning and autonomy. Erikson-informed therapies may help Levi create his identity and improve his psychological well-being by addressing these developmental goals. Interventions focusing on identity exploration, building social support networks, and promoting self-acceptance align with Levi's developmental needs.

Evaluation of Developmental Theory

Erikson's Developmental Theory provides great understanding for Levi's issues of identity formation and emotional well-being. However, its applicability may be subject to its utility in the difference in cultural contexts and individual experiences. The Erikson developmental stages offer a framework of understanding the travails in developing through progressive crises. This generally does not, however, suffice to take account of the complexities that are associated with multiple, intertwined identities and culture. Assessment of the theory cultural responsiveness underscores the need for the consideration of the diverse perspectives and the inclusion of cultural competence in practice.

Conclusion

The Levi’s case illustrates the subtle interplay between personal experiences, intersectional identities and the surrounding environment in forming psychosocial well-being. Developmental Theory guided holistic approach used by social workers can facilitate the process of engagement, assessment and intervention to aid Levi on the path to holistic healing and empowerment. Recognizing the intersectionality of Levi’s experiences and tackling systemic barriers are fundamental measures of promoting socially just and inclusive practice in social work.

References

Centers for Disease Control and Prevention. (2021). Facts about HIV Stigma. Centers for Disease Control and Prevention. https://www.cdc.gov/hiv/basics/hiv-stigma/index.html

Lekganyane, M. R., & Manganyi, T. S. (2023). An ecological systems approach to the difficulties faced by social workers in community home-based care organisations for people living with HIV. Health Psychology and Behavioral Medicine, 11(1). https://doi.org/10.1080/21642850.2023.2236181

Nyongesa, M. K., Nasambu, C., Mapenzi, R., Koot, H. M., Cuijpers, P., Newton, C. R. J. C., & Abubakar, A. (2022). Psychosocial and mental health challenges faced by emerging adults living with HIV and support systems aiding their positive coping: a qualitative study from the Kenyan coast. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-021-12440-x

Orenstein, G. A., & Lewis, L. (2022). Erikson’s stages of psychosocial development. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK556096/