Characteristics and complexities associated with assessment and treatment of co-occurring disorders.

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Explain the characteristics and complexities associated with assessment and treatment of co-occurring disorders.
Describe challenges associated with the case of Elena.
If you were creating a 30-day treatment plan for Elena, identify two short-term goals based on challenges that Elena is facing. Include an action step that you would include in her treatment plan.
Post your completed Treatment Plan.

Elena is a 44-year-old hearing-impaired Latina female who was admitted to the inpatient treatment facility for alcohol dependence where you are a counselor working with people with addictions. During her admission, Elena expressed reluctance to undergo treatment, stating that her family did not approve of counseling or psychiatric services because they see it as a sign of weakness. During her admission, she began crying and had difficulty stopping. She stated that her husband left her and that her two teenage children were home alone. Elena was inebriated, under emotional distress, and ended up being carried to her assigned room by two staff members.

Your psychosocial intake assessment revealed Elena is also manifesting signs and symptoms of a major depressive disorder. You know that Elena needs help with her alcohol addiction, but you also know that her depression might be a cause or an effect of alcoholism.

Addressing the needs of diverse populations and co-occurring disorders can be a challenging aspect of addiction counseling. This week, you evaluate strategies for addressing the complexities of co-occurring disorders, also known as co-morbid disorders, and you create a 30-day addiction treatment plan for Elena as presented in the case study above.

 

Sample Solution

Additionally, teachers have evaded the idea due to an absence of motivation, the pressure to advance test results (Liu and Szabo, 2009) and inadequate knowledge of how to integrate ICT into the curriculum (Honan, 2008). This ‘inadequate knowledge’ displays that students are not always getting the full benefits of ICT in education even though it has been recognised to influence students learning (Finkenberg et al, 2005) and affect the development and progression of students regarding their holistic growth. The iPad can act as a facilitator towards developing the different domains if integrated correctly, if not then the central area being affected can be the Social and Emotional Aspects of Learning within the (SEAL) programme. The SEAL Programme advocates that for schools that want to engage fully in the application of plans designed to promote and develop social and emotional learning, they recommend that resources and time are made accessible to the staff to permit them to do so (DfE, 2010). The application of the SEAL programme would then be reliant on the culture of the school as the incorporating of technology into education depends on the perception and vision of the school rather than the teacher (Plomp et al, 2007). The students’ progress will be impacted as it is down to the availability and support of technology in schools have an effect on the technology integration efforts made by teachers (Fu, 2013) which is a drawback as if teachers are provided with adequate and reliable access to hardware/software and sufficient technical support, they can be more productive (Chen, 2010).

Supplementary to this, there is a rhetoric of how ICT can be used and how it is used within education and that promises/expectations of widening participation, increased motivation and better levels of attainment is exaggerated (Selwyn, 2014). There is substantial research which suggests that tec

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