Childhood Obesity Intervention Plan


When fat accumulates abnormally or in excess, it may negatively affect health, a condition known as overweight or obesity (Smith et al., 2020). It is usual practice to utilize the body mass index (BMI), a straightforward measure of weight relative to height, to categorize persons as overweight or obese (Weihrauch-Blüher et al., 2019). Body mass index (kg/m2) is the ratio of a person’s weight in kilograms to the square of his height in meters. When there is an unhealthy amount of fat stored in the body, it is considered overweight or obese. If your BMI is more than 25, you are categorized as overweight, and if it is more than 30, you are obese (Smith et al., 2020). The problem has reached epidemic proportions; in 2017, the worldwide burden of illness reported that over 4 million people died due to obesity (Smith et al., 2020).In developing nations, the prevalence of overweight and obese children has increased at a pace that is more than 30% greater than in industrialized countries (Weihrauch-Blüher et al., 2019).

Parents and children are the intended audience for this matter. Obesity is common in children whose families do not model good eating habits and regular physical exercise (Smith et al., 2020). As the primary providers of genetic material and environmental cues, parents influence their children’s eating habits (Littleton et al., 2020). They provide an example for children to follow when it comes to what is considered healthy and what is considered unhealthy by providing certain foods more readily accessible than others and by modeling appropriate eating habits themselves (Littleton et al., 2020). Preventing childhood obesity may be achieved by parents and caregivers by providing nutritious meals and snacks, regular physical exercise, and nutrition education.

Health Behaviors Contributing to At-Risk Behavior

Food choices include the selection of high-fat and sugary foods over healthier alternatives. Dietary patterns considered “prudent” include whole grains, vegetables, and fruits, which prevent weight gain (Nga et al., 2019). On the other hand, “Western-style” dietary patterns that consist of higher consumption of red meat or processed meat, sugared beverages, sweets, refined carbs, or potatoes have been associated with obesity (Nga et al., 2019). The eating habits of parents who are overweight may significantly impact whether a kid can maintain a healthy weight. Some obese parents may have less apprehension about their children also becoming obese compared to parents who have an average weight. Parents behavior and traits greatly influence the child learning environment (Smith et al., 2020). This may also be associated with the genetic factor, which is hereditary. Genetics may contribute to the development of extreme childhood obesity via specific uncommon gene abnormalities (Smith et al., 2020). Certain genetic factors likely contribute to increased susceptibility to obesity in particular individuals.

Australian youngsters have lower levels of physical activity compared to previous generations. It occurs when surplus calories are accumulated in the body as adipose tissue. If you ingest excessive quantities of energy, namely derived from meals that are heavy in fat and sugar, and fail to expend all of this energy via physical exercise, a significant portion of the surplus energy will be stored in the body as adipose tissue (Nga et al., 2019). In addition, the absence of physical exercise and obesity are linked to the onset of several chronic illnesses, including diabetes, cardiovascular issues, and even cancer. Most Children engage in sedentary activities for a significant amount of time, with an average of around 2½ hours spent watching television daily, using computers, and playing electronic games (Smith et al., 2020). It seems that these recreational activities are substituting for more physically demanding ones.

There are several advantages linked to addressing the risk factors of juvenile obesity. Obesity heightens the susceptibility of both children and adults to several illnesses and health complications, including heart disease, Type 2 diabetes, sleep apnea, respiratory issues, high blood pressure, high cholesterol, and liver and gallbladder disease (Smith et al., 2020). Addressing this issue will also improve the overall well-being of the children as it reduces the risk of cardiovascular diseases, diabetes, cancer, and mental health, among other health benefits (Nga et al., 2019). In addition, obesity is now acknowledged to be linked to a variety of health issues. Some of these primarily affect the quality of life, such as difficulty breathing during physical activity, problems with muscles, bones, and skin, and infertility (Nga et al., 2019).

Proposed Evidence-Based Intervention

The proposed evidence-based intervention for child obesity is the Health Education Strategy. A practical approach to addressing child obesity in health education should include curriculum-integrated instruction on nutritious eating and physical activity, creating a conducive atmosphere that encourages healthy food selection and frequent exercise, and integrating interventions for behavioral adjustment (Wang et al., 2022). Children spend most of their time in school, having more time with teachers than their guardians. Both parents and children should be educated on the importance of addressing the issues that result from obesity and other health issues (Nga et al., 2019). They need to be educated about the lifestyle and nutrition that can help thwart obesity in both children and parents—consuming a low-calorie diet that incorporates an ample amount of fruits and vegetables— restricting the consumption of red meats, processed meals (such as chips, cookies, and sugary cereals), and sugar-sweetened drinks like soda and juice (Nga et al., 2019). hey are reducing the frequency of dining out and gradually increasing physical exertion.

The health belief model is a popular framework for influencing participants’ actions in public health’s preventative initiatives. With its fast-rising prevalence, obesity is a significant public health concern (Rashid et al., 2022). Despite much work, the number of effective treatments still needs to grow. n individual’s view of obesity as a health concern is crucial in preventing the development of obesity among people of average weight in the future, according to the Health Belief model, which states that the amount of motivation is provided by the combined levels of vulnerability and severity (Wang et al., 2022). perceived vulnerability and severity of health issues associated with obesity, for instance, may be significant predictors if the behavior is linked to weight control (Wang et al., 2022). erceived obstacles to healthy food and exercise and the perceived advantages of weight reduction might influence this. According to the Health Belief Model (HBM), messages may effectively influence behavior change by addressing perceived obstacles, benefits, self-efficacy, and danger (Rashid et al., 2022).

Several resources can be used for this intervention. The first vital resource to educate parents and children about child obesity is the Centers for Disease Control and Prevention. His website provides essential information about obesity, including statistics about the number of complications related to child obesity, deaths, and regions or populations that are greatly affected. His resource may be integrated with the Non-Communicable Disease Risk Factor Collaboration, providing important information about the issue. t may also involve non-government bodies such as the World Health Organization, which offer support and information to the affected individuals. Lastly, there is a need to have a gym or a ground where children will be motivated to engage in physical activity to help them reduce/burn unwanted calories (Weihrauch-Blüher et al., 2019). These resources are realistic as they are places with official statistics about obesity, and they suggest evidence-based strategies for reducing child obesity.

Project Management

The Health Education Strategy/interventions is an important project that all different stakeholders, including health care providers, need to promote. The project will follow several steps before and after its implementation. His first activity involves conducting research and understanding obesity and the many factors that contribute to child obesity. t includes analyzing information related to diet intake, lifestyle, and physical activity of the affected individuals and their environment. After evaluating the situation, a health curriculum will be needed to align with the societal goals in addressing the issue. t would also require integrating into the curriculum and thus making it reach all children from different regions.

This project also requires human or financial resources to run effectively. The program implementation will rely on both government and non-government organizations for financial aid. t will also benefit from charity work and well-wishers. Involving the community in fundraising events immediately promotes a sense of shared accountability and ownership for combating childhood obesity. In addition, some of the resources will be available freely from different websites. Lastly, the intervention may partner with some health clinics or health organizations to improve its network and effectiveness. His will allow engagement with the community and health facilities in the affected community. After evaluating all factors and receiving the required resources, the program is ready for implementation, although, for continued growth, the program will be under continuous monitoring and evaluation (Weihrauch-Blüher et al., 2019). his will require several teams, including the monitoring and feedback team, to work closely to communicate the changes and modifications to enhance the program.

Professional Development and Training

Different individuals who will help with the evaluation and implementation of the intervention need to have competence in their areas. Training programs will also be provided to facilitate practical implementation. An adept workforce is the foundation of every successful business or organization. Supporting it could boost productivity, efficiency, and the capacity to attract and retain skilled employees. However, to ensure that staff continues to perform at a high level, firms must allocate resources toward developing and executing a comprehensive training program. Examine the available training materials. The prosperity of every organization depends on its capacity to design and maintain a rational budget. If you suggest an unnecessarily high budget, your training program will likely not be implemented since many organizations cannot pay such expenses. They indicated that the training program should be motivated by a persuasive business rationale, aligned with the organization’s long-term plan, and show a measurable return on investment. By doing so, others can readily comprehend and endorse your vision by acknowledging its enduring influence on the company’s financial performance.


Littleton, S. H., Berkowitz, R. I., & Grant, S. F. A. (2020). Genetic Determinants of Childhood Obesity. olecular diagnosis & therapy24(6), 653–663.  ttps://

Nga, V. T., Dung, V. N. T., Chu, D. T., Tien, N. L. B., Van Thanh, V., Ngoc, V. T. N., Hoan, L. N., Phuong, N. T., Pham, V. H., Tao, Y., Linh, N. P., Show, P. L., & Do, D. L. (2019). School education and childhood obesity: A systemic review. iabetes & metabolic syndrome13(4), 2495–2501.  ttps://

Rashid, A. F., Wafa, S. W., Abd Talib, R., & Abu Bakar, N. M. (2022). An interactive Malaysian Childhood Healthy Lifestyle (i-MaCHeL) intervention programme to change weight-related behaviour in preschool child-parent dyads: Study protocol of a cluster randomised controlled trial. PloS one17(10), e0276843.

Smith, J. D., Fu, E., & Kobayashi, M. A. (2020). Prevention and Management of Childhood Obesity and Its Psychological and Health Comorbidities. Annual Review of Clinical Psychology16, 351–378.

Wang, X., Liu, J., Gao, D., Li, Y., Ma, Q., Chen, L., Chen, M., Ma, T., Ma, Y., Zhang, Y., Yang, J., Dong, Y., Song, Y., & Ma, J. (2022). Effectiveness of national multicentric school-based health lifestyles intervention among Chinese children and adolescents on knowledge, belief, and practice toward obesity at individual, family, and school levels. rontiers in pediatrics10, 917376. ttps://

Weihrauch-Blüher, S., Schwarz, P., & Klusmann, J. H. (2019). Childhood obesity: increased risk for cardiometabolic disease and cancer in adulthood. etabolism: Clinical and experimental92, 147–152. ttps://

Critical Analysis About Interpreters Neutrality Interpreting In Wars

Translators are essential in helping people understand and talk to each other during conflicts. However, the idea of interpreters being fair during wartime has been argued. This review looks at various views on what neutrality is needed for translators in war zones. It will discuss experts who say complete neutrality is impossible in these cases. At the same time, it will also consider good things from unbiased interpreters.

In their piece, Agius and Devine look closely at neutrality during conflicts. They say that expecting interpreters to be completely neutral is unrealistic because they are part of complicated power situations and war-related problems. The research shows that translators often need help with the work requirements and what is important to them (Agius & Devine, 2011). The authors know that keeping a certain level of fairness is necessary for good talking. Agius and Devine give essential information about the problems translators have in keeping fairness during wars. However, it would have been helpful if they had given more real-life examples or stories to back up their arguments, like the study conducted by Tymoczko (2014). The article could have discussed particular ways or rules translators can use to handle these problems well.

Baker’s (2010) work examines how translation and interpretation play a part in conflict situations. She says total fairness is not just impossible but also wrong in some situations because it can mean getting rid of those who do not have much power and making sure the powerful keep having more. The study says we need to be more fair and careful when translating or explaining in fights ( Baker, 2010). This is because the person interpreting has complex feelings, too. Baker gives an exciting view on the shortcomings of interpreter fairness and focuses on why morals matter. However, according to Tymoczko (2014), the article could have gone deeper into real-life steps or ways interpreters can use to promote fairness and reduce bias while recognizing their difficulties in war situations.

In 2023, Joshua Manogar and Wulan Christians studied a case about fairness. They examined how US help in the war between Russia and Ukraine impacts neutrality rules. It looks at the rules and issues interpreters face to stay fair while helping in disagreements. The study shows that interpreters may have trouble. They could be accused of war crimes, and it calls for better ways to follow political rules and hold them responsible. Tymoczko’s (2014) research shows essential information about the real effects of interpreter fairness during wars. Nevertheless, the research might have focused more precisely on what translators deal with and suggested ways to handle these problems. Exploring interpreter experiences in different fighting places would have improved the study.

Takeda’s (2021) writing discusses interpreters being part of war crimes. It shows the tricky problems they face, and they could have trouble with laws due to this involvement. It shows how difficult interpreters can be between fighting parties while still trying not to pick a side. The study stresses how important it is to have clear rules and training. This helps people act righteously, preventing them from being involved in war crimes (Person et al., 2021). The study gives a detailed look at the moral problems of interpreters in war areas. However, the study needed more real-world data or examples to support their points. Also, looking deeper into possible solutions or suitable methods to deal with these problems would have made the talk more valuable in real life.

In conclusion, various studies show that experts understand how hard it is for interpreters to stay utterly neutral during war times. The studies talk about the tricky ethics, control issues and dangers in what they do. Some experts say it needs to be more complex or more suitable to be entirely fair. However, others think we need rules and learning about ethics to handle these problems better. We need more study and work plans to help interpreters understand their jobs in conflict zones. They must balance good communication skills and doing things the right way.


Agius, & Devine. (2011). ‘Neutrality: A dead concept?’A reprise. Cooperation and Conflict, 46(3), 265–284.

Baker, M. (2010). Translation and Conflict: A Narrative Account.

Joshua Manogar, G., & Wulan Christian, D. (2023). The principle of neutrality and the obligation to prevent international humanitarian law violations is a case study of us military assistance in the Russia-Ukraine war. PADJADJARAN Jurnal Ilmu Hukum (Journal of Law)10(1), 80–100.

Person, Kayoko, & Takeda. (2021). Interpreters and war crimes. .

Tymoczko, M. (2014). Enlarging translation, empowering translators.

Culturally Informed Client Engagement


The introduction establishes the foundation for thoroughly examining the client’s case presentation. This study centers on Ms. Alston, a 64-year-old lady who is battling sadness after her sister’s unexpected death. The importance of studying client involvement, evaluation procedures, and client-worker relationship dynamics in a scholarly setting is emphasized in the introduction. It expresses the significance of these elements, highlighting their critical function in the complex social work profession. In order to set the stage for the following study, the introduction briefly discusses Ms. Alston’s background, including her age, living environment, and relative dynamics. This part briefly overviews the paper’s goals, lays the groundwork for the next debate concerning academic rigor and its relevance to social work, and invites readers to engage with the material.

Client Engagement

A 64-year-old lady negotiating the complex terrain of life, Ms. Alston’s clinical profile provides a moving glimpse of her experiences and problems. Ms. Alston is a Puerto Rican American residing in New York who tells her story set against the background of her family relationships, living conditions, and age. Ms. Alston’s medical history includes inflammation, neurological issues, numbness in one leg, chronic pain medication, spinal fusion surgery (which left her with a plate on her back), and arthritis. She is seeking help for anxiety, sleeplessness, and anger management, which she directs against her late sister. Before her sadness becomes any worse, she would want to learn how to cope. She brought up her husband’s suggestion that she seek therapy after recently becoming “snappy” during our first session together.

Because of her Puerto Rican ancestry, Ms. Alston considers herself a New York Rican, even though she has lived in the Big Apple her whole life. She lives an hour and a half upstate, although she grew up Catholic in a Baptist church in Brooklyn. I asked her, “Would you like your spiritual/religious beliefs incorporated into counseling?” and she said, “Of course, without God, it ain’t nothing.” Because Johnny Ray Youngblood authored a bible emphasizing daily living, Ms. Alston is adamant that I listen to the preachers she suggests, including one of her favorites. Melvin, a retired Navy officer, is her favorite subject to discuss with me because they have been together for 35 years. All the while, protective child services employed them, and, with a few exceptions, everything was going swimmingly for them (Assessment Forms p.83). Although Ms. Alston did not experience any child abuse throughout her childhood, she did become pregnant at a young age due to her family’s failure to provide her with adequate sexual education.

Assessment of the Client System

I was successful in determining her past pastimes. Painting is her hobby. She distinctly recalls devoting a couple of hours to this task. Soap operas are her current guilty pleasure on TV. This was a great opportunity to connect with her as I am Colombian and Spanish-fluent. Finally, she mentions that she is quite the chef (for both herself and Melvin) and would be open to receiving nutritional recommendations for good food preparation. I saw this as a behavioral/social adaptation to her late-adult life stage, given her advanced age and deteriorating health. After getting to know Ms. Alston better, I realized that solution-focused short therapy would be the most effective approach for her issues with mood disorders, unresolved sorrow, and self-doubt.

A complete psychosocial examination is necessary to analyze her history of trauma, including marital violence and childhood abuse. The analysis necessitates a more detailed explanation of the causes of her concern and grief. Cultural and environmental variables have a tremendous impact on Ms. Alston’s run-ins. Despite her self-described introversion, I think she has a lot to say and may be struggling to cope with the loss of her last family. Given that her mother was a grief counselor and her clinical history began with her father’s death, I am not sure what more to tell her. In response to my question about her anger, she said it was partly due to her sister’s decision to leave her no-contact spouse without a will. Although the depth of their grief is beyond my capacity to empathize, I may be of assistance by easing their burden and encouraging them to keep her legacy in mind as they go forward.

Because of her Puerto Rican ancestry, Ms. Alston considers herself a New York Rican, even though she has lived in the Big Apple her whole life. She lives an hour and a half upstate, although she grew up Catholic in a Baptist church in Brooklyn. I asked her, “Would you like your spiritual/religious beliefs incorporated into counseling?” and she said, “Of course, without God, it ain’t nothing.” Because Johnny Ray Youngblood authored a bible emphasizing daily living, Ms. Alston is adamant that I listen to the preachers she suggests, including one of her favorites. This prior information is required for culturally competent and responsive treatments. This technique, which adheres to the social ecology paradigm, allows for a detailed study of the linked aspects that impact her well-being.

I began by using the bio-psycho-social model at my internship location. When trying to make sense of health, disease, and medical treatment, the biopsychosocial method considers all of these aspects methodically, including the interplay between biological, psychological, and social elements. Through inquiring, I learned more about many facets of her life. She seemed glad to discuss her problems and was receptive to my general inquiries. She grew more sensitive to her surroundings as she grew older, and this model summarized the pressure on her sense of self as a result of her efforts and aging. Suffering from a sense of helplessness may be adding to her sadness. She may have snapped at Melvin because her persistent pain made her physically uncomfortable.

Intersectionality and its Impact

Empathy in Dynamic Relationships is an important part of social work because it helps people comprehend and connect to the feelings of others. When the healthcare provider pays attention to Ms. Alston’s tale, she supports her sentiments and reacts with empathy, emphasizing the usage of empathy. Her capacity to understand the effect of her trauma background displays the practitioner’s compassion and sensitivity, which aids in the development of rapport and trust.

Literature suggests that empathy may influence the lives of persons participating in therapeutic interactions, especially during trauma. Empathetic participation has been shown to improve client well-being, treatment results, and the client-worker relationship. According to trauma-based therapeutic ideas, empathy offers a place where Ms. Alston’s ability to make her feel heard, understood, and supported may help her overcome her mental health challenges. Through the application of empathy, a therapeutic connection may be built in this conversation, facilitating recovery after trauma.

Client-Worker Relationship

A therapeutic connection in trauma treatment requires trust and understanding, which allows practitioners to build ‘an in-depth vision’ of Ms. Alston’s background, providing security and comfort. The therapist used trauma-informed therapy to make Alston feel loved, understood, and heard. Practical examples are used to demonstrate the client-worker interaction. Getting Ms. Alston believes it is critical to show empathy for her cultural history, appreciate her perseverance, and indicate that you support her feelings. These examples show how social work ideas may help Ms. Alston build a therapeutic connection that will make her feel better. In essence, the client and team interactions change to mutual support and recognizing Ms. Alston’s abilities as she controls her rehabilitation.

Understanding and being acquainted with people’s emotions is a basic skill in social work. Creating a therapeutic relationship and encouraging her empathy are critical for Alston’s healing. Recognizing how severely the influence of her history has harmed her mental health is critical in this setting. The social worker credits Ms. Alston’s pain and genuine empathy. When it comes to working with clients, one of the most essential talents social workers need to possess is the capacity to earn their trust, confidence, and respect. This component of the client engagement strategy must be defined early in the relationship since it is crucial. Considering that there is an inherent right and the capacity of the government to remove children from their own homes while continuing to work with families toward greater functioning, stability, and family reunification, this provides a huge challenge for those who work in the field of child welfare. Regrettably, many of our industry’s specialists need assistance establishing relationships with customers. Employees can find themselves “befriending the client” under the rationale of assisting in order to fulfill the client’s requirements.

Empathy in the Dynamic Relationship

Ms. Alston may communicate her experience without fear of being judged because of the practitioner’s caring knowledge. She feels reassured by the practitioner’s empathy-driven answer that she is aware of the various feelings that may follow trauma. Alston understands and respects her. Empathy is critical in therapeutic collaborations, particularly during times of trauma. According to the case study, M. Alston, who may have gone through breakups in the past, needs empathy in order to form a lasting relationship. Empathy is a feature of the therapeutic collaboration, not just words. It represents a profound awareness of the client’s emotional essence beyond simple discussion. Ms. incorporated empathy into the dynamic interaction (Baker et al., 2019). Alston builds strength and speeds up her recuperation by conquering her complicated mental health difficulties.

The capacity to empathize with a patient on an emotional, cognitive, and behavioral level is a crucial communication skill for healthcare providers. This means understanding the patient’s perspective without developing a personal relationship with them. When inducing therapeutic change, highly empathic health workers do better (Moudatsou et al., 2020). Patients can express their feelings and concerns to a compassionate healthcare provider who understands their requirements. Many healthcare providers still need help incorporating an empathic communication model into their daily work despite the obvious relevance of empathy (Moudatsou et al., 2020). The huge volume of patients that professionals must attend to, insufficient time for each patient, the emphasis on treatment within the current academic culture, and the absence of empathy education all work against empathy cultivation (Moudatsou et al., 2020). The foundational goal of health and social care undergraduate curricula and the focus of professionals’ ongoing professional development should be cultivating empathy.

Transference and Countertransference

Transference and countertransference are essential ideas in the therapeutic interactions of the patient and the social worker. The therapeutic use of self is at the heart of Transference, which is the projection of one’s sentiments about another person onto another (in therapy, this refers to a client’s projection of their feelings about another person onto their therapist) (Prasko et al., 2022). In reaction to a client’s Transference, therapists may experience compassion, frustration, sympathy, or even annoyance. Personal history, ideals, and unsolved problems of the therapist may all impact these responses.

Recognizing countertransference is critical for therapists to retain self-awareness and manage their emotional reactions since unchecked countertransference might obstruct the therapeutic process. Therapists may better comprehend the client’s experience and modify their approach to match their requirements by identifying and analyzing their countertransference. It necessitates that the nurse be conscious of his or her thoughts, emotions, and behaviors (Prasko et al., 2022). The therapeutic use of self is founded on self-awareness, which allows the nurse to develop self-knowledge about the kind of person he or she is. This procedure is challenging since the self cannot be found or radically unveiled.

Self-discovery is not always easy since each individual may find aspects of himself that he would prefer to ignore. Nonetheless, time spent developing self-awareness is a worthy investment since a person who does not understand himself cannot be expected to comprehend others (Seidlein et al., 2020). Personal needs may be a barrier to forming significant patient connections for the nurse who lacks self-awareness. In contrast, the nurse who comprehends their own needs and motives is better positioned to focus on the patient’s needs because it is possible to differentiate between each set of needs (Pollock et al., 2020). Clients unintentionally convey their feelings, goals, or judgments to the therapy practitioner throughout the transference process (Dincer & Inangil, 2019). This is a frequent result of previous encounters. The therapist’s emotional reaction to their client, which their unresolved or chronic difficulties may influence, is known as countertransference.

She is concerned and vulnerable. Alston is affected by her horrific history. As a consequence of previous marital violence and abuse, the social worker may be unaware of her sentiments. Among her therapies, which are based on history, the social worker may meet countertransference, a display of strong emotions or preconceptions that might disrupt the therapeutic relationship. When treating, social workers must recognize their prejudices and emotional reactions (Dincer & Inangil, 2019). Learning from and connecting with others may assist you in navigating these complex connections. If the therapist does not follow professional limits, their answers are not jeopardized. Transference and countertransference are discussed in the literature on trauma-informed practice. Understanding the effect of trauma on both clients and practitioners may lead to better therapeutic results. Trauma-informed care focuses on the client’s needs, fostering trust and cooperation (Seidlein et al., 2020). The therapist might regularly analyze their biases, assumptions, and emotional reactions by reflecting on their work (Gibb et al., 2021). The concept was constantly tweaked to accommodate Her. Alston’s growing expectations and the structure of the client-worker relationship result from this thoughtful contemplation.

Use of Self in Practice

Because the therapeutic use of self is at the core of nursing, the nurse must be aware of their thoughts, feelings, and actions to provide safe and effective care. Developing self-awareness is the cornerstone of the therapeutic use of self, enabling the nurse to cultivate self-knowledge about the person they are. This process is very difficult because the self cannot be discovered or revealed in a significant way on its own. According to Gibb et al. (2021), self-discovery is only sometimes an easy undertaking since every person has the potential to uncover elements of themselves that they would rather ignore. Despite this, the time spent cultivating self-awareness is an investment that is well worth making since it is unreasonable to expect a person who needs help understanding himself to grasp and understand others. For a nurse lacking self-awareness, the nurse’s own needs may serve as a barrier to establishing substantial relationships with patients (Morandi et al., 2021). On the other hand, a nurse who is aware of their requirements and reasons for doing so is in a better position to concentrate on the patient’s requirements. This is because it is feasible to discriminate between the various categories of requirements.

The practitioner could comprehend the client’s trauma, which allowed them to expose substantial aspects of the client’s experience (Kallergis, 2019). The objective of her intentional disclosure was to establish his authority and strengthen the therapeutic connection between them. When it comes to trauma-informed treatment, the research on social work provides substantial support for the use of self. According to Baker et al. (2019), professionals in the field recommend that mental health practitioners be genuine and actively disclose personal facts in order to establish a therapeutic atmosphere that is both safe and helpful. It was promised that her privacy would be protected. After doing a literature study, it was determined that her situation was in line with the most effective procedures. Both cultural competence and trauma awareness were improved as a result of this.


This case study demonstrates the effect of trauma, anxiety, and depression on a patient who is 64 years old (Born on 5/31/1958) and lives alone with her husband and pets. Her experiences demonstrate the potency of intersectionality and the significance of trauma-based mental health care. The lecture underlined the need to address systemic racism, sexism, and classism. This example emphasizes the need to be thoroughly aware of clients’ identities and issues in social work. In time, there will be evident ramifications for social work practice and research. Clients’ overlapping difficulties should be addressed in trauma-informed mental health treatment. Research should concentrate on the development of evidence-based ways to provide mental health care for traumatized and varied persons. One example emphasizes the need for education and growth in social work and mental health care.


Baker, M. W., Dower, C., Winter, P. B., Rutherford, M. M., & Betts, V. T. (2019). Improving Nurses’ Behavioral Health Knowledge and Skills With Mental Health First Aid. Journal for nurses in professional development35(4), 210–214.

Dincer, B., & Inangil, D. (2021). The effect of Emotional Freedom Techniques on nurses’ stress, anxiety, and burnout levels during the COVID-19 pandemic: A randomized controlled trial. Explore (New York, N.Y.)17(2), 109–114.

Gibb, T. S., Crutchfield, P., Redinger, M. J., & Miner, J. (2021). Ethical and Professional Considerations in Integrated Behavioral Health. Pediatric Clinics of North America68(3), 607–619.

Kallergis G. (2019). Psychiatric = Psychiatriki30(2), 165–174.

Morandi, S., Silva, B., Mendez Rubio, M., Bonsack, C., & Golay, P. (2021). Mental health professionals’ feelings and attitudes towards coercion. International journal of law and psychiatry74, 101665.

Moudatsou, M., Stavropoulou, A., Philalithis, A., & Koukouli, S. (2020). The Role of Empathy in Health and Social Care Professionals. Healthcare (Basel, Switzerland)8(1), 26.

Pollock, A., Campbell, P., Cheyne, J., Cowie, J., Davis, B., McCallum, J., McGill, K., Elders, A., Hagen, S., McClurg, D., Torrens, C., & Maxwell, M. (2020). Interventions to support the resilience and mental health of frontline health and social care professionals during and after a disease outbreak, epidemic or pandemic: a mixed methods systematic review. The Cochrane database of systematic reviews11(11), CD013779.

Prasko, J., Ociskova, M., Vanek, J., Burkauskas, J., Slepecky, M., Bite, I., Krone, I., Sollar, T., & Juskiene, A. (2022). Managing Transference and Countertransference in Cognitive Behavioral Supervision: Theoretical Framework and Clinical Application. Psychology research and behavior management15, 2129–2155.

Seidlein, A. H., Buchholz, I., Buchholz, M., & Salloch, S. (2020). Concepts of health in long-term home care: An empirical-ethical exploration. Nursing ethics27(5), 1187–1200.