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Introduction
Three field project activities are discussed in this paper, alongside the theories supporting them. The projects include facilitating relapse prevention groups, an overdose fatality review board, and the ELC reopening of schools. The theories employed for the three fields are cognitive, empowerment, and crisis intervention theory, respectively. They are discussed in relation to the related field activities’, exploring their relevance, application, core competencies, as well as strengths and limitations. The discussion of the theories follows a similar pattern differentiated by the respective field project activities, scenarios, and scopes.
Field Project #1: Facilitating Relapse Prevention Groups
As an intern, I facilitated a Relapse Prevention Group for high-needs clients on probation. The group was closed specifically for adult clients enrolled in services as a term of their probation. The agency provided a curriculum to be used in the study. It was a 32-week program with a high success rate. My role in the project was to check in with the clients at the beginning of the class so that I could give an attendance report to their probation officer. I also facilitated the group by going over the group rules at the beginning of the class and making brief introductions. I then went into the lesson plan for that week and opened up for questions and discussion. The theory employed in this field project is the cognitive theory, which is concerned with people’s reactions to arousal that disrupts their thoughts and emotions.
Description of Theory
Several studies and literature reviews have presented and defined cognitive theory in numerous ways. However, the definitions point to one issue, from which a simplified definition can be made. First, the word cognitive comes from cognition, which refers to the brain’s ability to capture and store information in several ways, like thought, senses, and experience (Levine, 2022). Referencing the word cognition, it is established that cognitive theory is concerned with learning. In conventional studies, cognitive learning pays attention to the ways in which a learner can make more proactive use and utilization of their brain’s learning potential. According to cognitive theory, perceptions are the main factors that influence both behavior and emotions (Tancredi et al., 2022). This intellectual method is frequently described as information processing. The manner in which the conscious mind works is compared by philosophers to that of a microprocessor. Combining cognitive theory and functionalism to construct a comprehensive cognitive-behavioral framework has become popular in recent decades (Tancredi et al., 2022). It enables counselors to help people accomplish their objectives by utilizing strategies from both kinds of thinking.
Analysis of Theory Application
The majority of the population seeks services to avoid relapse. Most people wait until they have previously attempted to quit by themselves and therefore are searching for an effective option before they seek assistance. Relapse prevention is based on four major principles. First, it happens gradually and has a set progression. Helping people identify the initial phases, when accomplishment is most likely, is the purpose of treatment (Levine, 2022). Second, rehabilitation is a stage-by-stage procedure of self-improvement. The risk of relapse varies based on the level of recuperation (Almasseri & AlHojailan, 2019). Third, cognitive therapy and memory meditation are the key systematic desensitization methods because they alter anxious thoughts and foster positive coping mechanisms. The majority of the lapses may be expressed by the use of predetermined and defined rules that guide experts in guiding clients in their rehabilitation processes (Almasseri & AlHojailan, 2019). These guidelines may assist customers in concentrating on what is necessary by guiding their behavior.
The theory was employed to create the bases of understanding the members of different groups based on their ability to learn and improve. Since the different groups sought to rehabilitate from destructive or demoralizing behaviors such as drinking, smoking, and other substance abuse, it was essential to establish how they respond to changes in their environment and how they adapt with respect to their mental capabilities.
Strengths and Limitations
The cognitive theory and approach are widely accepted and applied, making it an ideal tool for finding solutions to real-life problems. The theory has proven essential in identifying autism in different people. In addition, the theory is experiment-centered, making it possible to formulate results from real data and scenarios. However, the theory presents some drawbacks in its structure and application. First, it pays attention to cognitive processes that are not visible to the naked eye. This implies many unanswered questions on the validity of the hypothesis formulated and explored using this theory. Another major limitation of the cognitive theory is the failure to consider other behavior-affecting factors, even though they may be known and proven.
Field Project #2: Overdose Fatality Review Board
The overdose fatality review (OFR) is an innovative and collaborative data-sharing process to address drug-related overdoses in our community. The purpose of an OFR is to conduct a thorough review of overdose death in order to better understand the circumstances of overdose deaths and to develop recommendations to prevent future overdose deaths. Special attention is given to healthcare access, recovery support, substance use history, and social determinants of health. This activity falls under the OD2A grant that was given to the La Paz County Health Department, which is where I am currently interning. This activity is in its infancy stage. I am currently in this role as the Overdose Fatality Review Board Coordinator. I have sent the initial invitations to community leaders and have received a 100% positive response. Our first initial meeting is scheduled for two weeks. I have prepared a presentation to provide more information. The project employed the empowerment theory to establish, evaluate and solve the problems identified.
Description of Theory
The empowerment theory is focused on putting individuals and communities in a position to gain and harness political, personal and communal power to improve their well-being. The theory is also concerned with identifying existing and potential barriers that prevent individuals and communities from meeting their daily or time-based needs (Maschi et al., 2022). Collectively, social empowerment appears as institutions and entities that assist underprivileged groups of individuals in obtaining the means to become emancipated, including financial security, sound wellness, literacy, social integration, self-worth, consciousness, and employment opportunities (Joseph, 2020). The objective is to dismantle the structures that keep individuals with no access to such advantages and eliminate their state of alienation by providing them with the necessary resources so that they can thrive.
Analysis of Theory Application
Administrative boards are tasked with formulating, reviewing, and implementing policies that guide institutions and individuals in carrying out specific tasks and processes. The overdose fatality review board is mandated to formulate policies and procedures that guide themselves, practitioners, and victims of drug or substance overdose. The empowerment theory was used to study the challenges facing the stakeholders, implications, as well as possible solutions and recommendations. The theory was essential in providing the board members with the tips necessary to formulate policy and recovery plans for overdose victims. On the side of the casualties, the theory helped pinpoint the flaws, weak points, and other barriers affecting a better and more productive future. Although the board’s main mandate is to come up with solutions to the fatal effects of drug and substance overdose, the benefits of the theory are applicable to all groups of people. The theory helped recognize the main inhibitors of empowerment when addressing the fatal effects of drug and substance overdose. The challenges and opportunities are available to individuals and communities that inhibit empowerment were established and addressed using the theory.
Strengths and Limitations
The empowerment theory is best appreciated for helping individuals and groups to cultivate an intrinsic drive. Joseph (2020) points out that the impact of the intrinsic drive is more durable and effective as compared to externally triggered changes. It implies the benefiting groups are able to commit more towards a better life, promoting creativity and better results. The empowerment theory embraces the involvement of the target group’s and individuals, embracing autonomy and fostering quick solutions to problems. The overall productivity rate among the target groups increases for the motivation at a personal level to better oneself. It also ensures the presence and contribution of individual board members are increased, resulting in higher retention due to comfort and satisfaction.
On the other hand, the empowerment theory has some devastating disadvantages, including but not limited to reputation harm, the unpreparedness of employees, and bad decision-making. First, the preparedness and response of employees to any empowerment programs differs due to the variation in capacity and experience. Consequently, the unpreparedness of board members and target community groups could result in unprecedented problems such as wrong, conflicting, or inconsistent decisions among the groups’ members (Maschi et al., 2022). The theory is very rigid in embracing change, especially where fast and coefficient decision-making is.
Field Project #3: ELC Reopening Schools
This is a state grant that La Paz County was given in an effort to return kids to school safely after Covid-19. As a part of this plan, a Public Health School Counselor was recruited with the focus of counseling kids from grades K 12 that were directly impacted by deaths due to Covid-19. I was hired to fill the position of Public Health School Counselor under the supervision of the school district’s psychologist and an LCSW. I have completed assessments, one-on-one counseling, and facilitated small groups. I have also provided support to schoolteachers that have been directly affected by COVID-19 deaths. The project was approached using the crisis intervention theory, which was the best option due to the impacts of the COVID-19 pandemic social and economic well-being of learners, parents, teachers, and the world at large.
Description of Theory
Crisis intervention is a procedure through which a mental health specialist locates, evaluates, and engages with the person in crisis to reestablish equilibrium and lessen the consequences on that person’s life. The person is then given access to a support network to further the transformation. Typically, crisis conditions last about two months (Parker-Austin, 2021). Occasionally, after a catastrophic event, an individual may enter a persistent, protracted phase of volatility and poor behavior; this situation is referred to as a transcrisis phase, and due to its complexity, rehabilitation is frequently protracted.
Analysis of Theory Application
The crisis intervention model is applied in three main models: the equilibrium, cognitive, and psychosocial transition models. The model was applied in six steps to solve the problems associated with the impacts of the COVID-19 pandemic on the indefinite school closure and reopening. First, the problem, which in this case is the impact of deaths caused by COVID-19 on children, was established. It should be noted that the pandemic caused millions of deaths, affecting the social, political, and economic well-being of nations, families, and individuals (Deering, 2018). The severity of the crisis on the mental health of the children was critically established with the intention of producing the best results possible. The second step was ensuring client safety for better results. In this context, the affected children were put through comfortable conditions to facilitate support and examination of alternatives. The support encompassed motivation, studies, and other medical solutions to improve the client’s situation. An examination of alternatives was carried out, followed by the formulation of a long-term plan and commitments from the expert, teachers, and parents.
Strengths and Limitations
The crisis theory focuses on the phases of turmoil and the customized existence of the involvement. Since the theory outlines the numerous steps that individuals undergo during a catastrophe, it aids in the comprehension of the difficulties that a disaster can originate and the development of solutions to minimize these hurdles. The theory enables individuals to embrace their influence all through times of dilemma by assisting others in understanding the levels of a challenge. The idea then takes a highly individualized examination of the factors that lead to a hurdle. This makes the theory effective in providing an effective solution as they are entirely based on a client’s level or stage of crisis as well as applicable remedies. On the contrary, the crisis intervention theory is static in nature. Societies are naturally dynamic in nature, which makes the validity and usefulness of the crisis intervention theory questionable. The theory also compromises the inclusion, essence, and impact of ecological factors, which are critical contributors to crisis (Kanel, 2019). This makes it difficult for counselors to develop effective solutions based on the particular crisis.
Conclusion
In conclusion, different project scenarios and scopes have been discussed. Each field project presented a particular problem to be solved using a specific theory. Three project stages were presented: facilitating relapse prevention groups, overdose fatality review board, and ELC reopening of schools. The different projects were discussed based on their nature, partakers, and scope. The different theories were discussed in relation to their applicability in the associated project. The theories used in this paper are cognitive, empowerment, and crisis intervention theory. The theories chosen for the different projects are deemed the best solutions. Also, the strengths and limitations of each theory were scrutinized. Finally, a review of the strengths and limitations of each theory creates a point of view on their reliability and efficacy in solving real-world problems.
References
Almasseri, M., & AlHojailan, M. I. (2019). How flipped learning based on the cognitive theory of multimedia learning affects students’ academic achievements. Journal of Computer Assisted Learning, 35(6), 769-781. Web.
Deering, C. G. (2018). Using literature to teach crisis intervention. Psychology Learning & Teaching, 17(1), 73-83. Web.
Joseph, R. (2020). The theory of empowerment: A critical analysis with the theory evaluation scale. Journal of Human Behavior in the Social Environment, 30(2), 138–157. Web.
Kanel, K. (2019).A guide to crisis intervention. Cengage Learning. Web.
Levine, M. (2022). A cognitive theory of learning: Research on hypothesis testing. Taylor & Francis. Web.
Maschi, T., Turner, S. G., Dewan, S. E., Kaye, A., & Hintenach, A. M. (2022). Feminist and Empowerment Theory and Practice: A Powerful Alliance. In Rethinking Feminist Theories for Social Work Practice (pp. 37-57). Palgrave Macmillan, Cham. Web.
Parker-Austin, R. (2021). Crisis Intervention Education Predictors on Counselors’ Coping Competence and Social Justice Advocacy Scores (Doctoral dissertation, Capella University). Web.
Tancredi, S., Abdu, R., Balasubramaniam, R., & Abrahamson, D. (2022). Intermodality in multimodal learning analytics for cognitive theory development: A case from embodied design for mathematics learning. In The Multimodal Learning Analytics Handbook (pp. 133-158). Springer, Cham. Web.
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