WELF7014 IP2 Affliction & Recovery – Assessment 3
Case Study of Alvin
Alvin is a 29 year old male, living in Sydney Australia. He came to live in Australia when he was aged 8 years old. His family sent him to Australia to live with his Aunt and her family, with hopes he would receive a good education and opportunities not available within the rural village he grew up in. Once in Australia, Alvin shared a bedroom with his older cousin Joseph, aged 14. Joseph did not adapt well to having Alvin come to live with his family. Joseph would be kind and gracious towards Alvin when other family members were around, but would bully Alvin, threaten him and sometimes beat him or pin him down on the floor when they were alone together. This would happen sporadically and unpredictably. Alvin felt very scared of Joseph but did not feel he could talk to his Aunt about Josephs behaviour, as he did not want to cause any offence in the family and his mother told him many times before he left home that Alvin must be grateful and work very hard to fit in with his Aunts family, saying you must be good, do not be rude, do not speak out against your family and do not cause any upset!!. Alvin missed his mother terribly when he first moved to Sydney, but whenever he would start to be sad or cry about missing her and his life back home, he was told by his Aunt stop acting like a baby, stop your crying, be grateful for what has been given to you!
Despite the challenges faced in his living arrangements, Alvin did well at school and went on to study computing at university. Alvin enjoyed the structure of his course and engaging with logical problem solving and application of his analytic abilities. He very much kept to himself at university and stayed focussed on his studies. He worked very hard in his part-time job, to help contribute to his living costs and send money back home to his family. Alvin did not have much time for socialising, but he also did not feel he was missing out on much by not spending more time with friends.
Alvin has had a couple of girlfriends, but never married. The two women he has dated longer term have told him he seems like two different people: when they are out in groups he is social and upbeat and a really nice guy, but when they spend time at home together he becomes very quiet, kind of remote and detached. Sometimes it seems like he is a million miles away, zoning out and not listening. His most recent girlfriend said to him its like you just disappear and are not here when its just the two of us at home together. Alvin is not really aware of being different at home, but after two of his girlfriends shared this about him, he cant help but think maybe there is something in what they said.
Alvin had been living with his most recent girlfriend, Sandy, for about a year. He had hoped they would start a family together and thought they might get married. Around four months ago, Alvin came home from work to find Sandy was not there and all her belongings were gone. Sandy had left Alvin a note saying she had left him and had moved in with her family, saying she wanted to move on with her life and create better opportunities for herself. She asked Alvin not to make any contact with her and let her get on with her life, so she could find someone who is more emotionally available and open to sharing more of themselves with a partner. Sandy also wrote she could not imagine having children with a man like Alvin, as she needs to find someone who can create the kind of warm, caring home-life she is wanting to raise a family in.
Alvin was initially shocked by Sandys note and sudden departure. But he decided the best thing to do was to just move on with his life. He would respect her wishes to go and decided he would focus on his work and told himself There is no need to shed a tear for her, thinking why miss her if she has gone and no longer here, there is nothing to be done to change the situation, just get on with it.
At work, Alvin had been doing well in the small technology firm he has worked in for the past few years. About three months ago, Alvins boss let him know they were expanding and would be hiring another computer programmer. His boss said Alvin would need to share his office with the new employee, as there was no other space for him to be placed in. When the new staff member, Frank, joined the firm, they had a morning tea to welcome him. Alvin chatted with Frank and thought he seemed like a really nice guy who had excellent expertise as a programmer. Alvin was pleased his firm was doing well enough to bring on another computer programmer and imagined it would be good to have someone he could work with and learn from on some of the new larger projects the firm had recently started.
Yet Alvin found things were not going well for him around this time. For the past few weeks, he had been finding it harder to get out of bed and get to work, hed lost his appetite and was having difficulty winding down and getting to sleep most nights. Alvin cant seem to shake his general sense of lethargy and is lacking in motivation, feeling somewhat like there is no point in doing things he used to enjoy. When he eventually gets to work, Alvin sits in his office trying to work but is having difficulty concentrating. Alvin has found himself feeling very tense, at times his mouth will dry up and his heart starts racing fast and it is almost like he cant breathe. Alvin has found himself feeling especially nervous whenever he is in his office. Frank sits quietly doing his work and generally does not say much to Alvin, but somehow Alvin just feels he wants to get out of the office whenever Frank is there. At times, Alvins legs will start to jitter, and he has difficulty sitting still. But even when Frank is not there, Alvin finds himself feeling on edge, worrying about when Frank is going to come back into the office again.
Alvins colleague, Maree, is worried about him. They have had a good working relationship and she has mentored and supported Alvin since he joined the firm. She has noticed Alvin coming in late, his work slipping, his appearance being more dishevelled and that he appears to have lost weight. Maree invites Alvin to lunch and uses this as an opportunity to check in and ask how he is going. Alvin replies fine and Im all good, no need to worry about me, she then tries to ask how things are going with his new colleague Frank. Alvin goes quiet and stares off across the room. Maree says his name a few times in trying to get his attention again and then asks him about Frank again, and Alvin replies fine in a flat tone. Maree decides to change the topic and ask about how things are going at home. Alvin lets Maree know about Sandy having left a few months back, with Maree being the first person he has spoken to about her leaving. After seeing the surprised look on her face and hearing Maree share how upsetting that must have been for Alvin to find out like that, he says flatly dont worry, its fine. shes gone, thats it. Maree notes it is a big thing to have a partner leave suddenly and tries to ask Alvin how he feels about it. Alvin replies: I am not sad just trying to get on with work. But I cant seem to focus Ive lost my motivation and am feeling kind of low its hard to get going or enjoy anything anymoreit all just seems kind of meaningless. After acknowledging how challenging things seem for Alvin, Maree shares how she found it really helpful to talk to someone after her husband died last year and she can offer Alvin the contact details of the person she saw if hed like.
Alvin starts to think about this overnight, maybe it would help for him to see someone. He really does want to get back on track at work and be able to focus again, he is also starting to wonder if he might need to change something about himself so that he can have a different kind of relationship in future. He really would like to have a family and not have women keep leaving him for the same reasons. He decides he will reach out and explore getting some professional help.
Now consider how two different professionals might make sense of Alvins presentation and approaches taken to helping him, in line with the assessment questions/instructions provided.
WELF7014 – Integrated Practice 2: Affliction and Recovery
Assessment 3: Analytic Essay Case Study (2000 Words 60%)
Please review the case study (to be provided in the Assessment Resources folder on vUWS) and respond to the following questions:
Part A: How might a practitioner trained in a medical model address Alvins presenting concerns and treatment? (~500 words)
Describe what you anticipate the practitioner would focus on under a medical model / approach? Discuss likely areas of focus / treatment approach.
Identify relevant assessment or diagnostic tools that may be used in seeking to assist Alvin under this approach.
Name any specific diagnoses you believe could be applied to Alvin. Support identified diagnoses with evidence from the case and relevant assessment/ diagnostic tools etc.
Please explain how you came to your conclusions supporting all answers with unit materials, case scenario material and other relevant references.
(Youre not expected to apply detailed medical knowledge here, but rather apply knowledge of tools, processes or other information based on what has been presented within this Unit related to how a professional trained in a medical model might respond to this clients presentation).
Part B: How might a counsellor/psychotherapist trained in person-centred model (and informed by attachment theory, trauma and interpersonal neurobiology) address Alvins presenting concerns and treatment? (~900 words)
As a therapist, how would you make sense of Alvins case and approach your work with him? What do you anticipate treatment would address under this approach? What would the focus be on? How might you be or relate to Alvin, in helping to address his concerns/client presentation?
How might assessment and/or diagnostic approaches differ as approached by this professional (as different to a medical model)?
Please explain how you came to your conclusions supporting your answers with unit materials, highlighting specific content from the case study and any other relevant references.
Part C) Comment on your responses to the two perspectives outlined in Part A and B.
(~600 words)
How might it be for Alvin in experiencing each of these two approaches? What could be some challenges and benefits associated with each approach – from Alvins perspective?
What reaction do you have to each approach? What could be some challenges and benefits associated with each approach – from your perspective?
In reflecting on your responses to each of the two approaches what have you learned? Briefly describe key learnings and how you might approach your work with clients in future.
Student Name: Mark: /60Marker:
Criteria FailRange <50% PassRange 50-64% CreditRange 65-74% Distinction Range 75-84% High Distinction Range 85-100%
Describes key elements a clinician trained in the medical model may focus on, based on the clients presentation. Very short or restricted response; fails to adequality address key aspects of clients presentation and/or medical model. Basic response; room to have explored further elements of medical model approach, or enhance with clearer arguments & supporting material. Well considered response, meets required elements in a comprehensive way. As for Credit; exploration of case client presentation from medical model perspective highly relevant & very-well considered, treatment focus very-well considered. As for Distinction; exemplary analysis demonstrating highly-developed understanding of medical model approach & integration with case presentation material & treatment focus.
Identifies relevant diagnostic or assessment tool(s) that may be applied, with succinct and appropriate explanation for any labels or diagnoses provided. Fails to identify or explain any labels or diagnoses provided; &/or those stated do not appear relevant to case; &/or nil or irrelevant diagnostic or assessment tools identified. Basic response with discussion of diagnostic and/or assessment tools and a plausible diagnosis identified. Room to have expanded explanation or more clearly applied to case presentation. Types of diagnoses are relevant to client presentation; appropriate diagnostic or assessment tools identified. Explains in a way that demonstrates sound knowledge and application. As for Credit; very good explanation. May have scored diagnostic tools; applied DSM criteria robustly and in a highly considered & relevant way providing explanation, done in succinct manner. As for Distinction; exemplary analysis demonstrates highly-developed understanding of diagnostic/assessment approach; explanation is extremely well-considered & articulated in light of case presentation.
Succinctly describes and contrasts how your approach as a counsellor may differ (compared to a purely medical model approach), based on concepts taught within this course and unit. Highly restricted response re counsellor approach &/or inadequately supports response based on concepts taught in course and unit. Relevant consideration of person-centred approach; limited responses or gaps exist (i.e.re attachment, trauma and/or interpersonally neurobiology). A wide range of relevant concepts incorporated, reported in a meaningful way, adds some depth to explanation of counsellor approach to case study. As for Credit; displays enhanced breadth and depth counsellor approach very well described, drawing on a wide range of unit/course material, for a comprehensive & considered answer. As for Distinction; provides a nuanced commentary on multiple aspects of counsellor approach; concise and very-well articulated discussion that draws on nuances of case & counsellor approach.
Outlines clients possible responses to experiencing each of the two approaches (medical and counsellor), responses appear plausible and consistent within the context of answers provided earlier in assessment. Fails to address relevant areas; does not clearly articulate plausible responses of client to each of the medical model and counselling approaches. Limited identification of possible responses. May be matter of fact or with little consideration of context provided. Addresses both approaches (medical and counsellor) in answer. Well considered response, realistic and thoughtful around possible client responses to both approaches. Consistent with nature of approaches described in answers to proceeding sections. As for Credit; outline of responses demonstrates thoughtful consideration of possible pros and cons. Provides a balanced perspective overall in answer and/or includes a range of factors that could influence clients responses. As for Distinction;
provides a nuanced commentary on multiple aspects of each approach; concise and very-well articulated discussion.
Reflects robustly on own responses to each approach, with insightful articulation of key personal learning gained from this reflection. Fails to identify reactions or draw on self-knowledge; nil or inappropriate discussion of personal learning relevant to work as counsellor/ therapist. Limited reflection on own feelings and personal responses. Basic identification of implications of personal learning relevant to work as counsellor/ therapist. Provides meaningful personal reflection; demonstrating sound self-awareness & implications for future work as counsellor/ therapist. As for Credit; Comprehensive personal interconnection and awareness shown in responses; highly relevant and well articulated implications for future work. As for Distinction; Eloquently displays ability to be open and deeply self-reflective towards own responses and realistic implications of these to future work as a counsellor/therapist.
Discussion is well supported with reference to readings and case material.
Nil or very little use of relevant readings and/or case material in supporting answer. Some inclusion of references to relevant readings and case material. May be inaccuracies in use of in text citations (in regards to APA style) or room to have enhanced application of source material. Good inclusion of case material to support analysis, with a balance of both references and case material. Referencing adheres to APA style consistently. As for Credit, with very good application of references and case material to significantly enhances analysis. Integrates a number of sources well, brings breadth and depth to analysis. As for Distinction; excellent use of citations, outstanding and highly relevant references included. A nuanced analysis of case study provided, with examples that go beyond more obvious elements.
Writes in a clear, easy to understand manner, free of grammatical errors and spelling mistakes. Poor presentation, major errors in grammar, significant number of spelling & punctuation errors, unclear or confusing structure. Exceeds word limit by more than 10%. Expression adequate to render meaning clear, with some mistakes in grammar, spelling, punctuation evident. Well written, concise and integrates aspects of questions well; may contain minor mistakes in grammar, punctuation, spelling.
As for Credit, very clearly expressed, no notable mistakes in grammar, punctuation, spelling. Very good integration of elements; well-reasoned and easy to read paper. As for Distinction; exemplary writing that engagingly conveys flow of ideas and seamlessly integrates observations, analysis and reflections