Explain how helping professionals, military commands, or the Department of Defense can change the negative perceptions of military and veterans seeking help for suicide risk.

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Serving in the military comes with a great deal of stress and crisis. It can range from combat duty to multiple deployments, concerns about family, and physical health to name a few.

There is a stark reality with military service and veterans that suicide and suicidal ideations occur and have increased since 2006. What are the contributing factors of this increase in completed suicides and suicidal ideations? Are veterans more likely to hurt themselves than active duty personnel? For this Discussion, review this week’s resources and consider how helping professionals, military installations, the Department of Defense, or community outreach programs might help to change negative perceptions about suicide.

Post one risk factor that contributes to suicide risk for active duty military personnel and veterans. Include whether you think active military or veterans are at a higher risk for suicide and why. Explain how helping professionals, military commands, or the Department of Defense can change the negative perceptions of military and veterans seeking help for suicide risk. Finally, explain one prevention method you might develop to increase awareness about active military or veteran suicide risk and explain why this might be effective. Select one scholarly article to support your response.

Provide full APA-formatted citations for your references.

Reading Summaries should be a minimum of 250 words and a maximum of 300 words (approximately 1-2 pages in standard formatting)

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Chapters 1-4

  1. Reading Summaries should be a minimum of 250 words and a maximum of 300 words (approximately 1-2 pages in standard formatting)
  2. All reading summaries must follow standard formatting requirements. (That is, standard margins, font size, and paragraph spacing is observed. Students cannot manipulate font size, margins, and paragraph spacing to meet length requirements.)
  3. Reading Summaries require that you read a primary source selection from the end of each chapter, then write a short summary that identifies the thesis and outlines the main argument. Reading summaries are not about your opinion or perspective – they are expository essays that explain the content of the reading. All reading summaries must include substantive content based on the students reading of the material.
  4. When writing Reading Summaries, you may not quote the author without proper citations. In other words, if you use the exact words of the original author (copy-paste) you MUST do a proper citation. Similarly, if you use any other website (such as Wikipedia, Internet Encyclopedia of Philosophy, etc.) you must cite the source. Failure to cite sources properly is in violation of Student Rights and Responsibilities Manual which may result in grade penalties.When in doubt, quote/cite your sources. All quotes, references, and ideas lifted from any source – including internet sources MUST be properly cited in MLA/APA format.
  5. All reading summaries must be thoroughly proof-read and checked for spelling, grammar, and punctuation. Students should write in professional, academic prose and use only appropriate language. Spelling and grammar count towards your grade in every assignment.

create at least three research questions that are open-ended; address a controversy, issue, or problem; and address your topic in a way that you can take a stand.

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Writing Your Research Question

This week you’re going to take a few more steps towards creating an annotated bibliography by finalizing your research topic and writing your research question.

Read Module 1 of your textbook, and watch Picking Your Topic IS Research.  (Links to an external site.)Links to an external site.

Last week, you were asked to start thinking about the topic you’d like to choose for your annotated bibliography. You can refer to the list of possible research topics if you need help thinking of a topic. After reading Module 1 of your textbook and watching Picking Your Topic IS Research, you learned that you should do some research on the topics that you are considering to learn more about your topic and check out the sources that are available.  If you haven’t yet done any background research on the topics you are considering, you should do that now.  This is the point in the research process when it is acceptable to use Wikipedia or other general reference works like encyclopedias and almanacs. 4 Easy Steps to Using the Ashford Library for Background ResearchPreview the document can help you get started.

Choosing your research topic is the next step.  Remember that you will be working with this topic for the rest of this class, so you should choose something that you find interesting.  It is recommended that you choose a topic you would like to investigate related to your major.

The next step is to do some brainstorming about your topic. Brainstorming will help you think about your topic from different angles and consider different aspects of your topic.  There are a number of different brainstorming methods, like asking questions about your topicPreview the document, outliningPreview the document, and creating concept maps using websites like bubble.us (Links to an external site.)Links to an external site. and Mindmeister (Links to an external site.)Links to an external site..  You can use any of these tools, or you can just put pencil to paper and let the ideas flow.

The last step this week is to consider and write your research questions and reflect on the process.The Writing Your Research Question WorksheetPreview the document will lead you through the process of creating research questions.  You must create at least three research questions that are open-ended; address a controversy, issue, or problem; and address your topic in a way that you can take a stand. Writing an open-ended question is sometimes a challenge so take a look at the How to Ask an Open-Ended QuestionPreview the document handout before you get started.

Then, you will reflect on the process of doing background research and refining your topic.

Note: You are only required to submit the Writing Your Research Question worksheet this week.

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Discuss the connection between his or her attachment style and the exhibiting behavior.

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Discussion 1: Attachment Theory

The adolescent stage can be described as a time where there is a loss of innocence and a preentry into adulthood. A large part of being an adolescent is beginning that process of stepping out into the world and learning about oneself as a unique and autonomous individual. This movement out into the world is contingent upon the knowledge that this young person will have a safe and secure home to return to at the end of the day. If a traumatic loss or event has occurred in the adolescent’s life, there may be no safe base to which this individual can return. Attachment theory teaches us that a young person’s ability to attach/engage with peers, family, and other potential support systems is an important aspect of the developmental process. During the adolescent stage of development, assessing attachment styles is important because it provides a window into how the adolescent relates to others, which allows the clinician to choose the appropriate intervention.

For this Discussion, choose either the program case study for the Bradley family or the course-specific case study for Brady.

By Day 3

Post an application of the attachment theory to the case of either Tiffani or Brady. Discuss the connection between his or her attachment style and the exhibiting behavior.

Support your posts with specific references to this week’s resources. Be sure to provide full APA citations for your references

 

Required Readings

Dubois-Comtois, K., Cyr, C., Pascuzzo, K., Lessard, M., & Poulin, C. (2013). Attachment theory in clinical work with adolescents. Journal of Child & Adolescent Behavior, 1(111). Retrieved from https://pdfs.semanticscholar.org/9480/3effa5ae0e44ccf80f0287be7cdbceacdb92.pdf

Gross, J. T., Stern, J. A., Brett, B. E., & Cassidy, J. (2017). The multifaceted nature of prosocial behavior in children: Links with attachment theory and research. Social Development, 26, 661-678. Retrieved from https://www.researchgate.net/profile/Jacquelyn_Gross/publication/316669350_The_multifaceted_nature_of_prosocial_behavior_in_children_Links_with_attachment_theory_and_research/links/5a936593aca272140565ccf2/The-multifaceted-nature-of-prosocial-behavior-in-children-Links-with-attachment-theory-and-research.pdf

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Bradley Family (pp. 17–19)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Working With Families: The Case of Brady (pp. 26–28)

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.

Withers, M. C., McWey, L. M., & Lucier-Greer, M. (2016). Parent–Adolescent Relationship Factors and Adolescent Outcomes Among High-Risk Families. Family Relations, 65(5), 661-672.
Retrieved from Walden Library databases.

Required Media

Sprouts. (2017, April 23). 8 stages of development by Erik Erikson [Video file]. Retrieved from https://www.youtube.com/watch?v=aYCBdZLCDBQ&feature=youtu.be

The School of Life. (2015, March). Psychotherapy-John Bowlby [Video file]. Retrieved from https://www.youtube.com/watch?v=3LM0nE81mIE

TEDxYouth. (2013, February 12). Insight into the teenage brain: Adrianna Galvan

. Retrieved from https://www.youtube.com/watch?v=LWUkW4s3XxY

Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.