Discussion 1 Mental Health And The Familythe Unique Pressures Of Youn ✓ Solved

Discussion 1: Mental Health and the Family The unique pressures of young and middle adulthood—financial and career ambitions, building a family, caring for older relatives—can contribute to mental health and substance use issues. It is important to remember that these issues affect not only the individual but also loved ones living in the same home such as partners and children. In cases of mental health and substance use, social workers can use psychoeducation with family members to provide information about a mental health issue and treatment. When using this intervention, social workers must adapt it to the specific family members, accommodating their cognitive level and age. For this Discussion, you analyze a case in which a returning soldier, who is also a husband and father, experiences mental health symptoms resulting from combat.

To Prepare: · Review the Learning Resources on psychological aspects of young and middle adulthood, psychoeducation, and military populations. · Access the Social Work Case Studies media and navigate to Marcus. · As you explore Marcus’s case, consider the ways in which the social environment, including the trauma he has experienced, has impacted Marcus’s psychological functioning. By Day 3 Post an analysis of how the social environment has contributed to Marcus’s psychological functioning. In what ways has trauma impacted Marcus’s daily functioning? Describe how you as the social worker would integrate elements of psychoeducation with Marcus and his family. How would you adapt psychoeducation for the cognitive level of the family member?

Discussion 2: Characteristics of Midlife Crises Picture someone standing in the middle of a bridge. First, they look back at where they have been and what they have done along the way to that point; then they look forward, seeing what little space they have left to travel and considering the extent they will be able to make the journey meaningful. If the bridge represents life, the person stuck in the middle, in a period of uncertainty and evaluation, is someone in a midlife crisis. The phenomenon is often portrayed in popular media: a middle-aged man buys a sportscar, has an extramarital affair, and begins socializing with the younger generation. But what exactly is a “midlife crisis,†and why does it occur?

While some researchers question the term, stating that such crises are not necessarily limited to midlife, it is believed to be experienced by a sizable segment of the population. However, the crisis may look different from person to person. For this Discussion, you describe a midlife crisis and how biology, psychology, and sociology interact to create the phenomenon. You also envision yourself as a social worker addressing this phenomenon with a client. To Prepare: · Review the Learning Resources on midlife and middle adulthood. · Consider the phenomenon of a midlife crisis, its characteristics/features, and how it may vary for people of different genders.

By Day 4 Post a description of the characteristics/features of a midlife crisis, including the different experiences in terms of gender. Explain how biology intersects with psychology and social factors in this phenomenon, and provide an example. Then, explain how you as a social worker could help a person navigate a midlife crisis. Required Readings Zastrow, C. H., Kirst-Ashman, K.

K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning. · Chapter 11, "Psychological Aspects of Young and Middle Adulthood" (pp. 485–535) Herzog, J.

R., Whitworth, J. D., & Scott, D. L. (2020). Trauma informed care with military populations. Journal of Human Behavior in the Social Environment , 30 (3), 265–278.

Piotrowski, N. A., & Prest, L. A. (2019). Midlife crisis. In B.

C. Auday, M. A. Buratovich, G. F.

Marrocco, & P. Moglia (Eds.). Magill’s medical guide (8th ed.). Salem Press. Schnyders, C.

M., Rainey, S., & McGlothlin, J. (2018). Parent and peer attachment as predictors of emerging adulthood characteristics. Adultspan Journal , 17 (2), 71–80. Sherman, M. D., & Larsen, J.

L. (2018). Family-focused interventions and resources for veterans and their families. Psychological Services , 15 (2), 146–153. Required Media Walden University, LLC. (2021). Social work case studies [Interactive media]. · Navigate to Marcus.

Paper for above instructions

Discussion 1: Mental Health and the Family - The Unique Pressures of Young and Middle Adulthood

Young and middle adulthood are critical periods marked by unique pressures, including career aspirations, family creation, and caregiving responsibilities. These roles can significantly impact mental health and contribute to interpersonal dynamics that may further complicate psychological well-being. In the case of Marcus, a returning soldier grappling with combat-related mental health issues, understanding the interplay between his social environment, trauma, and psychological functioning becomes essential in providing appropriate interventions, particularly psychoeducation for him and his family.

The Impact of Social Environment on Marcus's Psychological Functioning

Marcus's experience as a veteran exposes him to specific challenges in his social environment. The transition from military to civilian life often involves not just external changes but also internal struggles. He faces the challenge of reintegrating into a family structure that may have evolved in his absence and adjusting to societal expectations after a traumatic experience, such as combat. Such trauma can manifest as symptoms of PTSD (Post-Traumatic Stress Disorder), anxiety, and depression, heavily influencing Marcus's daily functioning and his role within the family (Herzog et al., 2020).
When considering Marcus's psychological functioning, it is vital to recognize the dual effect of trauma on both the individual and the family unit. His experiences in combat may lead to emotional withdrawal, irritability, or hypervigilance, behaviors that can disrupt familial relationships and lead to misunderstandings among family members. For example, if Marcus struggles to communicate his feelings or engages in numbing behaviors such as substance use, it may lead to increased tension or estrangement within the family (Schnyders et al., 2018).
The socio-ecological model posits that an individual's behavior is significantly influenced by their environmental context. In Marcus's case, the environments that contribute to his psychological challenges include not only his military experience but also his home life, where he carries the additional burden of expectation and responsibility for his family. This intricate web of social dynamics can exacerbate his mental health symptoms, perpetuating a cycle that impacts not only him but also his spouse and children (Zastrow et al., 2019).

Trauma's Impact on Daily Functioning

The symptoms stemming from combat-related trauma affect Marcus's daily functioning in various tangible ways. He may experience nightmares, flashbacks, or intrusive thoughts that disrupt his sleep patterns, leading to fatigue and decreased productivity at work. Furthermore, the emotional toll may result in alienation from his family, as he may fear exposing them to his burdens or feel unworthy of their support (Sherman & Larsen, 2018).
Additionally, Marcus may exhibit signs of avoidance, steering clear of reminders of his experiences in combat, which may manifest in avoidance of conversations about the military or reluctance to engage in social activities. This avoidance can contribute to deteriorating relationships as family members struggle to connect with him and feel helpless in their attempts to help (Piotrowski & Prest, 2019).

Psychoeducation as an Intervention

In addressing Marcus's situation, I would employ psychoeducation as a vital tool for both him and his family. Psychoeducation can provide a framework for understanding mental health issues, promote open communication about symptoms, and foster supportive relationships within the family. During the psychoeducational sessions, it would be essential to tailor the content to accommodate the varying cognitive levels of family members, particularly considering the children involved.
For Marcus, psychoeducation would involve discussing the nature of PTSD, its symptoms, and how these symptoms may interact with his daily functioning. By providing clear information, he can begin to understand the ways in which his experiences are affecting him and recognize that he is not alone in facing these challenges. For instance, utilizing analogies like the "alarm system" of the body to explain hypervigilance may help Marcus grasp how his responses are linked to his past experiences (Zastrow et al., 2019).
For his family, psychoeducation must emphasize their role in supporting Marcus. Family members may not fully understand symptoms of trauma, so I would explain how they might be affected by his behaviors, including emotional withdrawal or irritability. By helping family members recognize these traits as symptoms rather than personal failures, it paves the way for empathy and support. In this regard, developing age-appropriate materials would be key. For younger children, visual aids or storytelling techniques could simplify complex concepts, while adults could engage in more detailed discussions (Sherman & Larsen, 2018).

Conclusion

In conclusion, Marcus's case exemplifies the intricate interplay between social environment and psychological functioning in young adulthood, particularly for veterans. The effects of trauma are multifaceted, influencing not only the individual but also the family unit. As a social worker, my role is to incorporate psychoeducational approaches tailored to Marcus and his family members' cognitive and emotional levels, fostering understanding, communication, and ultimately, healing. By addressing the specific pressures they face, the goal is to facilitate supportive relationships that can help ameliorate the detrimental effects of trauma on daily functioning.

References

Herzog, J. R., Whitworth, J. D., & Scott, D. L. (2020). Trauma informed care with military populations. Journal of Human Behavior in the Social Environment, 30(3), 265–278.
Piotrowski, N. A., & Prest, L. A. (2019). Midlife crisis. In B. C. Auday, M. A. Buratovich, G. F. Marrocco, & P. Moglia (Eds.), Magill's medical guide (8th ed.). Salem Press.
Schnyders, C. M., Rainey, S., & McGlothlin, J. (2018). Parent and peer attachment as predictors of emerging adulthood characteristics. Adultspan Journal, 17(2), 71–80.
Sherman, M. D., & Larsen, J. L. (2018). Family-focused interventions and resources for veterans and their families. Psychological Services, 15(2), 146–153.
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.