The Cognitive Restructuring Model

Description of Practice Intervention
Using the Cognitive Restructuring model requires a number of steps in intervening with Tyreke. According to Hepworth, R. Rooney, H. Rooney, and Strom-Gottfried (2013), these five steps include, “(1) Assist clients in accepting that their self-statements determine their emotional reactions to events, (2) assist clients in identifying dysfunctional beliefs and thought patterns, (3) assist clients in identifying situations involving dysfunctional cognitions, (4) assist clients in replacing dysfunctional cognitions with functional self-statements, and (5) assist clients in identifying rewards and incentives for successful coping efforts (p. 414).” In order to apply these five steps of the Cognitive Restructuring

This is so because with Active Listening the social worker pays close attention to the verbal and nonverbal messages a client displays during interventions. Doing so with any client, regardless of cultural background, age, capabilities etc., shows the client the social worker is focused and determined to provide any assistance necessary for the client. Also it helps the social worker determine which interventions are culturally accepted by the client. This is that some interventions may turn a client away because of cultural differences. Although Active Listening is effective, it can be limited due to language barriers. An example being a social worker who cannot actively listen to a client because of a language difference. Therefore, Active Listening cannot fulfill its full potential in interventions similar to this situation. The Task-Centered model is appropriate for diverse populations as well due to the fact that the model requires social workers to form a caring relationship with the client. Doing so with diverse populations make it so they feel comfortable discussing their issues with the social worker. Although the Task-Centered model is effective, it can be limited as well. An example being that tasks may be limited to individuals who live in rural areas. This is because tasks that require

Secondary Control Coping is one of the strategies that support adolescents who live in low income areas and/or experiencing depression. According to research by Wadsworth (2011), “Youths who use high levels of secondary control coping tend to have fewer aggressive behaviors and suffer from less anxiety and depression (p. 23).” By using coping strategies clients will begin to reach the goals set during interventions. Also it is recommended that the social worker provide assistance to individuals who participate in the act of bullying other students, like the ones who bully Tyreke on a daily basis. This is so because according to Mishna et al. (2016), “Children who perpetrate bullying are more likely to display externalizing problem behaviors such as behavioral misconduct, delinquency and alcohol use (p.124).” By the intervening with those who bully other students the social worker is provided the opportunity to assist these students who may have trouble in school due to a mental illness, and/or living in low income communities. Also this allows the social worker to provide preventive care for these students buy helping them before they turn to negative coping strategies, such as substance abuse, in order to cope with their