Explain why the compliments technique and the other technique you selected could be effective solution-focused therapy techniques to use with clients in the case study.

When social workers use solution-focused therapy to work with a client, they employ a variety of principles and techniques. For example, social workers may de-emphasize client problems, look for previous solutions to client problems, and use the compliments technique to work with clients. Using these techniques and others in solution-focused therapy is important to the success of the intervention.
For this Application Assignment, review the case studies provided in this week’s Learning Resources, and select one. Think about intervention and assessment strategies that you might use based on the case study. Consider how you might use compliments and at least one other technique associated with solution-focused therapy to work with the clients in case study you selected.
The assignment (2– pages):

• Briefly describe the case study you selected.
• Explain two strategies you might use to develop an intervention to address issues in the case study.
• Explain how you might use the compliments technique and at least one other technique to move the client toward solutions.
• Explain why the compliments technique and the other technique you selected could be effective solution-focused therapy techniques to use with clients in the case study.
• Share an insight or conclusion you drew about the nature of solution-focused therapy in social work. Support your response with references to the Learning Resources.
Week 4 Case Study: Dannon
Dannon, a five-year-old boy, was referred to the school social worker by his teacher based on classroom behavior and his interaction with other children. Dannon currently lives with his mother, Ellen, and his uncle, Donnie, who is 30 years old. They live in a small apartment in a rural town. Ellen is a high school graduate who works in an area factory where she has been for three years. She makes $10.00 an hour and generally works 38 hours a week. She works second shift, so she is not home when Dannon comes home for school. Uncle Donnie is his primary giver after school. He does not work a steady job but does odd jobs during the day. Ellen is grateful she has Donnie because she cannot afford day care costs with her salary.
Ellen states that her biggest worry is about money and there never seems to be enough. Ellen and Robert, Dannon’s father, divorced when he was physically and emotionally abusive to her and physically abusive to Dannon. She said she no longer knows where he lives but she is glad they do not have contact because of the abuse history. She reported that, prior to her marriage, she was in another physically abusive relationship with another man. She also reported a history of sexual abuse as a child.
Dannon attends an elementary school in his neighborhood and receives special education services. He is in a self-contained, all-day kindergarten class for children with developmental delays. He receives speech therapy and occupational therapy as part of his educational program. Ellen is concerned that Dannon is not receiving enough speech therapy in his school program, because he is not making progress.
Ellen first became concerned about Dannon’s development when he was not talking by age two. Ellen reports Dannon gets very upset when he is facing any changes in his daily routine. At school, he bites and scratches his peers. Dannon’s mother states he is behind other children but he is toilet trained and follows instructions from both her and Donnie when he is told to stay inside, pick up his belongings, or do small chores.
Ellen states she does not understand why her son acts the way he does. She is afraid it is a result of bad parenting. Her mother thinks spanking should work. However, she has tried spanking him, but it does not seem to work. Ellen said she is frustrated and wants to find a way to address Dannon’s behavior.
Week 4 Case Study: Jessica
Jessica is a 21-year-old college student who comes to the campus counseling center for assistance. Her main concern is a lack of energy and loss of interest in her classes and social activities. She is a junior Psychology major and has a 3.1 grade point average (GPA). She states that, since the beginning of the semester, she has not been attending classes. She estimates she has missed half of her classes in the last 2 weeks. She reports she uses an alarm clock to wake up and generally sleeps 7- to 8-hours per night. However, this semester, she sets the alarm but does not get up when it goes off in the morning. Instead, she covers up her head and does not get up. She states that she does not go back to sleep but also does not get up and prepare for class.
She denies any alcohol or drug use that might have changed her energy level. She visited the health clinic and no physical issues were identified. The health clinic referred her to you. When asked if she thinks she is depressed, she states, “no, just unmotivated.” She states that there have been no major changes in her life. She feels very guilty about the situation and is afraid, if this behavior continues, she may be risking her education.

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