Life Archetypal and Problem-Solving Model
Turner, F. J. (Ed.). (2017). Social assignment treatment: Interlocking abstract approaches (6th ed.). New York, NY: Oxford University Press.
o Chapter 18: Activity Archetypal and Social Assignment Practice (pp. 287–301)
o Chapter 24: Problem-Solving and Social Assignment (pp. 387–397)
Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation access and the activity model: An chip access to compassionate immigrants and their children. Social Work, 54(3), 270–277. doi:http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270
Westefeld, J. S., & Heckman-Stone, C. (2003). The chip analytic archetypal of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. doi: https://doi- org.ezp.waldenulibrary.org/10.1177/0011000002250638
Gaps in the Activity Model
My fieldwork was at the Division of Family and Accouchement casework in Georgia USA
Using an archetype from your fieldwork acquaintance and a assorted citizenry you encountered at the bureau (for example, in Piedra and Engstrom’s article, it was immigrant families), acknowledge to the following:
Identify and call the assorted citizenry and the different characteristics and/or the characteristic needs of the citizenry in 3 to 4 abrupt sentences.
Explain how the activity archetypal can be activated for the population.
Explain area the gaps are in applying the activity archetypal for this
When attractive at the gaps, explain which access ability be
accessible in bushing the gaps of the activity archetypal back alive with this population.
Order a unique copy of this paper