36334 Topic Demonstrating a Systemic ApproachNumber of Pages.docx

36334 Topic: Demonstrating a Systemic Approach
Number of Pages: 6 (Double Spaced)
Number of sources: 6
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
please see attached MS Word document's
Appendix 7D Business Process Modeling
Learning Objective
After studying this section, you should be able to
7D.1 understand how to represent business processes with
business process diagrams.
Introduction
At the heart of just about any information system developed for
organizations, there is a business process. A business process is

a standard method for accomplishing a partic‐ ular task
necessary for an organization to function. A business process
can come from any business function, from accounting to supply
chain management to after-sales ser‐ vice. It can cross business
functions as well. A business process can be simple or com‐
plex, but the more complex it is, the harder it is to automate.
Complexity also makes a process more difficult to understand
for those who are not familiar with it. Communica‐ tion tools
are needed to describe business processes to those who need to
know about them, such as systems analysts, but who have no
firsthand knowledge of the process‐ es. There are many ways to
represent business processes, from data flow diagrams to
activity diagrams. The Object Management Group (OMG), the
same group that is re‐ sponsible for standards for object-
oriented programming, has established a specific modeling
approach for business processes. It is called Business Process
Modeling No‐ tation (BPMN). This appendix provides a very
brief introduction to BPMN. First, we will introduce you to the
basic notation in BPMN, and second, we will provide a couple
of examples. If you are interested in mastering BPMN, there are
many materials available (see the reference list).
Basic Notation
Business Process Modeling Notation is much more complicated
than data flow diagrams notation; it is made up of many more
symbols, and each symbol has numerous variations. (The
interested reader is referred to the BPMN standards and
numerous other documents to learn about all of the various as‐
pects of the complete BPMN standard. See the reference list at
the end of the appendix.) However, there are four basic
concepts in BPMN, each of which has its own basic symbol.
These basic concepts are events, activities, gateways, and flows.
Their symbols are as follows:

All business processes begin and end with an event . The
symbol for an event is a circle. For a start‐ ing event, the walls
of the circle are thin. For the ending event, the walls are
thicker. A starting event can be colored green, and an ending
event can be colored red. An activity is some action that must
take place for the process to be completed. An activity can be
completed by people or by a computerized system. The symbol
for an activity is a rectangle with rounded edges. A gateway ,
symbolized by a diamond, is a decision point. The final primary
concept is flow , represented by an arrow. Flow shows
sequence, the order in which activities occur. A simple
example, without content, of a process represented by BPMN, is
as follows:
Event
In business process modeling, a trigger that initiates the start of
a process.
Activity
In business process modeling, an action that must take place for
a process to be completed.
Gateway
In business process modeling, a decision point.
Flow
In business process modeling, it shows the sequence of action in
a process.
In this simple example, you see that the business process starts
with some event, shown with an event symbol on the left.
BPMN diagrams are always read from left to right. The event is
followed by the first activity. An arrow symbolizing flow
connects the event to the activity. The first activity is followed
by a gateway. This is a decision point, indicated by two choices:
“Yes” and “No.” Some condition is associ‐ ated with the
gateway, and that condition can either be met (Yes) or not (No).
Whether the condition is met or not determines where the flow
goes next in the diagram. Both conditions lead to an additional
activity. If the flow goes through the top of the diagram, there
is one more activity that takes place be‐ fore the process ends at

its ending event. If the flow goes through the bottom part of the
diagram, the
process concludes after just one activity is completed. Note how
the walls of the circle that represents the final event are much
thicker than those of the circle representing the beginning
event.
Typically gateways are exclusive, which is to say that flow must
follow only one path out of the gateway and only one
downstream activity can take place. However, a gateway may be
inclusive, which means that more than one downstream activity
can occur. If a gateway is inclusive, the downstream activities
that follow it must also be followed by a merge gateway, where
all the flows come back together. Such a situation would look
like this:
In this example, both or either of the activities that follow the
gateway could occur. The merge gateway follows the activities,
reuniting the two possible flows into a single flow. Note that
the symbol for an in‐ clusive gateway adds a circle inside the
diamond. If it is necessary to indicate an exclusive gateway,
you can add an “X” to the inside of the diamond.
In fact, there are three different types of gateways in BPMN.
The gateway with an X inside is called an exclusive OR
gateway (XOR), meaning that only one of the paths that exit the
gateway can be followed. The gateway with a ‘plus’ sign inside
is an AND gateway. This means that all of the paths that follow
the gateway can be followed in parallel. The third type of
gateway is the OR gateway, symbolized by
an O inside the diamond. An OR gateway means that at least
one path out of the gateway must be fol‐ lowed, but many or
even all of the paths that leave the gateway can be engaged.
Figure 7-44 shows a process that includes an XOR gateway.
After activity N is finished, there is an exclusive choice of
which action to undertake. Based on the notation, if the value
found at the gateway is ‘a,’ then activity A is performed. If the

value at the gateway is ‘b,’ then activity B is performed. If the
value is ‘c,’ then activity C is performed. But only one of these
paths can be followed. Once activity A or B or C is performed,
all of the paths merge together at the second gateway, and
activity D can be performed.
Figure 7-44 An XOR gateway.
Figure 7-45 illustrates a process that includes an AND gateway
and an XOR gateway. We again read the BPMN diagram from
left to right. After activity N is complete, we come to an AND
gateway. This means that both of the paths that follow the
gateway must be followed. The top path leads to an XOR
gateway. As we have seen, the XOR gateway means only one
path that leads from it can be followed. If the value found at the
XOR gateway is ‘a,’ activity A is performed. If the value at the
gateway is ‘b,’ then activity B is performed. Activity C is
performed in parallel with either activity A or B. After either A
or B is performed, the paths merge to the closing XOR gateway.
The path that leaves the XOR gateway and the path that leaves
activity C then both merge at the next AND gateway. Now
activity D can be per‐ formed, completing the process.
Figure 7-45 A process featuring an AND gateway and an XOR
gateway.
Although it is beyond the scope of this appendix to introduce all
of the specialized varieties of the four basic concepts in BPMN,
it is useful to present a few varieties of some of the concepts.
For example, here are the symbols for a couple of types of
events. They both feature the basic circle as a symbol for an
event, but each one has something inside. The first has an
envelope inside, and the envelope stands for a message. An
event shown like this, at the beginning of a process, means that
the process starts with a message. A message is a basic flow of
information, such as the receipt of an order or of a cus‐ tomer
inquiry. The other event symbol has a clock inside.

If a process starts with this type of event, it means the process
starts at a particular time. In both cases, the starting event is
triggered by an action outside the process itself, either a
message or a particular time.
Figure 7-46 A simple BPMN example.
Another example of variations in a basic concept appears below,
for flow. You have seen the basic symbol for flow, the arrow.
The next symbol for flow includes a slashing line near its
beginning. This in‐ dicates a default flow, and you will usually
see this symbol after a gateway. It shows that flow through a
gateway typically follows one path out of those available. The
third flow symbol is a little different. The arrow line is dotted,
and it begins with a circle. This symbol is used to signify the
flow of a message rather than the flow of sequence from one
activity to the next.
We have presented just a few of the many variations in BPMN
available for the basic concepts. There are many more, and all
of them are designed to address very specific circumstances.
Having all of these variations available makes BPMN very
precise and therefore very powerful. However, all of the
variations also make BPMN relatively complex and harder to
learn than diagramming notations that employ less variety.
We present a simple example of a BPMN diagram in Figure 7-
46 . It is a process for ordering a pizza. The first activity
involves browsing the menu for your favorite pizza source,
whether it is a restaurant or a delivery service. Once you know
what you want, you call to order the pizza. Then the delivery
person comes to your apartment, and you take delivery of the
pizza. Next, there is an XOR gateway, so you can do only one
of the two things that follow. You want to know if the pizza that
was delivered is the same as the one that you ordered. If it is,
you pay for the pizza. If not, then you return it to the delivery
person. After one or the other of these activities has been
performed, both paths end at the XOR merge gateway. And then
the overall process ends.

Before we leave this section on notation, we need to address
one other concept: swimlanes. A process diagram can be
depicted with or without a swimlane , which is a way to visually
encapsulate a process. Swimlanes can be depicted either
vertically or horizontally. Whether a swimlane is used or not,
the diagram shows only one process with one actor. If more than
one actor is part of the process, then the process diagram is
shown in a pool . A pool is made up of at least two swimlanes,
each of which focuses on the actions of one participant. The
participant need not be a single person; it can be a team or a
department that participates in a part of the process. Pools can
also be depicted vertically or hori‐ zontally. When a pool is
used in a business process diagram, it is called a collaboration
diagram.
Swimlane
In business process modeling, a way to visually encapsulate a
process.
Pool
In business process modeling, a way to encapsulate a process
that has two or more participants.
Business Process Example
An example of a business process diagram that features both
swimlanes and a pool is shown in Figure 7-47 . The process
depicted is recruiting. There are three participants: the job
applicant (shown in a swimlane), a manager, and a Human
Resources (HR) department. The manager and HR department
are in the same company and so are both shown in a pool. All
communication between the company (pool) and the applicant
(swimlane) is done through messaging. Note the lines indicating
communication be‐ tween the applicant and the organization are
dotted lines and feature envelopes at midline. The en‐ velopes
symbolize messages, or information.

Figure 7-47 Depicting a recruiting process with BPMN
To read the diagram, start at the top left, with the event symbol
in the manager’s lane in the company pool. Then continue to
read from left to right. Follow the arrows, which indicate flow
up, down, and across. The manager needs to recruit someone for
a job, so she creates an advertisement for the job. Flow control
then passes to the HR department, where the ad is reviewed and
then posted. At this point, a job applicant sees the ad and
completes and returns an application. The application is
received by HR, where it is evaluated and passed on to the
manager. The manager evaluates the application and then must
decide whether or not to interview the applicant. This decision
is indicated by the gateway symbol. There are two possible
outcomes: yes, interview the applicant, or no, don’t interview
the appli‐ cant. If the decision is “no,” then the manager
notifies HR. HR notifies the applicant, and the applicant must
decide what to do next. The process ends for both the company
and the applicant. If the decision is “yes,” then the applicant
takes part in an interview. The results are evaluated by the
manager. At this point, whether the manager decides to hire the
applicant or not, she notifies HR of her decision, and
HR then notifies the applicant. The applicant must decide on his
next step, and the process ends for all involved.
Obviously, the recruiting process has been simplified for this
example. Many more activities are typical‐ ly involved in
recruiting, such as conducting credit and background checks of
the applicant. Much of the detail was removed to make the
example easier to understand and depict.
Summary
In this appendix, we introduced you to Business Process
Modeling Notation (BPMN). BPMN is a stan‐ dardized way of
depicting business processes. It is overseen by the Object
Management Group (OMG), the same group that oversees
notation for object-orientation. We introduced you to the four
basic con‐ cepts of BPMN—event, activity, gateway, and flow—

and the symbols for each of them. We also intro‐ duced you to
swimlanes and pools. BPMN is a very precise and complex
modeling notation, but that makes it very powerful. Because
BPMN is not technical in nature, it can be used effectively for
commu‐ nications between systems analysts and systems users.
Key Terms
7D.1 Activity 7D.2 Event 7D.3 Flow 7D.4 Gateway 7D.5 Pool
7D.6 Swimlane
Match each of the key terms above with the definition that best
fits it.
A way to visually encapsulate a process.
A trigger that initiates the start of a process.
A way to encapsulate a process that has two or more
participants. A decision point.
Shows the sequence of action in a process.
An action that must take place for a process to be completed.
Review Questions
7D.7 What is a business process? Why is business process
diagramming important?
7D.8 What is BPMN? Who is responsible for it?
7D.9 List and define the four main concepts that are part of
BPMN.
7D.10 What is the difference between a swimlane and a pool?
When do you use each one? 7D.11 BPMN includes many
different variations on its key concepts. You were introduced to
three different variations of the symbol for flow. Explain each
one of them.
Problems and Exercises
7D.12 BPMN includes many different varieties of its key
concepts. Go to www.bpmn.org (and some of the other BPMN
sites listed in the reference list) and look up all of the many
variations that are possible for each concept. Prepare a report on
six possible variations for each of the four major concepts.
7D.13 The appendix features two BPMN examples that showed
symbols but lacked content. Think of actual processes that can

be described with the “empty” process diagrams in the chap‐
ter. These processes will have to be pretty simple, given how
small and simple the diagrams are. 7D.14 Use BPMN to depict
Hoosier Burger’s food-ordering system from Figure 7-5 as a
busi‐ ness process model.
7D.15 Use BPMN to depict Hoosier Burger’s inventory control
system from Figure 7-15 as a business process model.
7D.16 Draw a BPMN diagram that models the employee’s
reimbursement process described below.
Employees of West Nile Valley University have to follow a
specific procedure to get reimbursed for travel they undertake
on behalf of the university. First, they have to gather and
prepare all of the receipts the university requires for
reimbursement. At the same time, they complete the offi‐ cial
reimbursement form. They then submit both the receipts and the
form to their departmental secretary. If something on the form
is incorrect, the secretary returns the form to the employee for
correction. If the form is correct, then the employee is asked to
review the reimbursement amounts, which are determined by an
analysis of the reimbursement request. If the amount shown is
not correct, the employee must indicate that this is the case. If
the amount shown is correct, then the employee’s
responsibilities for reimbursement are complete.
7D.17 Draw a BPMN diagram that models the reimbursement
process described below. Use one swimlane for each of the
three actors in the process.
The travel reimbursement process for employees of West Nile
Valley University involves three different actors: the employee,
the employee’s departmental secretary, and the treasurer’s
office. First, the employee has to gather and prepare all of the
receipts the university
requires for reimbursement. At the same time, she completes the
official reimbursement form. She then submits both the receipts
and the form to the departmental secretary. If something on the
form is incorrect, the secretary returns the form to the employee
for correction. If the form is correct, the secretary prepares a

form required by the university. That form is then submitted to
the treasurer’s office. The treasurer’s office then enters the
amount to be reimbursed into the uni‐ versity’s system. The
employee is then asked to review the reimbursement amounts. If
the amount shown is not correct, the employee must indicate
that this is the case. If the amount shown is correct, then the
treasurer’s office sends the reimbursement to the employee’s
bank, completing the process.
Field Exercises
7D.18 Find a company in your area that uses BPMN. Interview
analysts and users about this business process modeling
approach. What do they think of it? How useful is it? Ask for
some examples of diagrams they have created.
7D.19 Think of several business processes you take part in
regularly as a customer. For exam‐ ple, think about withdrawing
cash from an ATM. Think about ordering a movie and
downloading a movie online. Consider purchasing something
with a credit card from a big-box store. Use BPMN to depict
each of the processes you can think of.
References
Freund, J., and B. Rucker. 2104. Real-Life BPMN: Using BPMN
2.0 to Analyze, Improve, and Automate Processes in Your
Company. Create Space Independent Publishing Platform.
http://www.bpmn.org/
http://en.wikipedia.org/wiki/Business_Process_Modeling_
Notation http://www.omg.org/spec/BPMN/1.2/
http://www.omg.org/spec/BPMN/2.0/
http://www.omg.org/spec/BPMN/2.0/examples/PDF/
http://www.sparxsystems.com/platforms/business_process_mode
ling.html.
Petrie Electronics
Chapter 7 : Structuring System Process Requirements
Jim and Sanjay chatted in Jim’s office while they waited for
Sally to arrive.

“Good work on researching those alternatives,” Jim said.
“Thanks,” replied Sanjay. “There are a lot of alternatives out
there. I think we found the best three, con‐ sidering what we are
able to pay.”
Just then Sally walked in. “Sorry I’m late. Things are getting
really busy in Marketing right now. I’ve been putting out fires
all morning.”
Sally sat down at the table across from Jim.
“I understand,” Jim said. “But to stay on schedule, we need to
start focusing on the specifics of what we want our system to
do. Remember when you wanted more details on what the
system would do? Well, now we start to spend some serious
energy on getting that done.”
“Awesome,” replied Sally, as she pulled a Red Bull out of her
oversized bag and popped it open.
“I’ve got a list here of four core functions the system must
perform,” said Sanjay, pulling copies of a list
from a folder on the table (PE Table 7-1 ). “Let’s look at these.”
PE Table 7-1 Four Core Functions of Petrie’s Customer Loyalty
System
After reviewing the list Sanjay had given them, Jim said, “Nice
job, Sanjay. But we need to put this in graphical format, so that
everyone can see what the inputs and outputs are for each
function and how they are related to each other. We also need to
see how the new system fits in with our existing data sources.
We need ...”
“Some data flow diagrams,” Sanjay interrupted.
“Exactly,” said Jim.
“They are already done,” replied Sanjay, handing diagrams to
both Jim and Sally. “I’ve already created a first draft of the
context diagram (PE Figure 7-1 ) and a level-1 diagram (PE
Figure 7-2 ). You can see how I’ve defined the boundaries of
our system, and I’ve included our existing product and mar‐
keting databases.”
“What can I say?” Jim said. “Again, a nice job on your part.
These diagrams are both good places for us to start. Let’s get

copies of all of this to the team.”
“I’ll be right back,” Sally said, standing up. “I need to get some
coffee.”
Case Questions
7.58 Are the DFDs in PE Figures 7-1 and 7-2 balanced? Show
that they are or are not. If they are not balanced, how can they
be fixed?
PE Figure 7-1 Context diagram
PE Figure 7-2 Level-1 DFD
7.59 Decompose each of the core processes in PE Figure 7-2
and draw a new DFD for each core process.
7.60 Has the team overlooked any core processes in the system
that should be in PE Table 7- 1 and PE Figure 7-2 ? What would
they be? Add them to PE Table 7-1 and PE Figure 7-2 .
7.61 Redesign PE Figures 7-1 and 7-2 so that they are easier to
understand, more effi‐ cient, and more comprehensive.
7.62 Why is it important for the team to create DFDs if they are
not going to write the actual sys‐ tem code themselves?
What needs to be done
Using Microsoft® PowerPoint®, Microsoft® Word, or a
drawing program of your choice, draw a diagram/model of a
business process with which you are familiar.
Write a 2 page paper that describes the business process.
Describe the diagram/model.
Propose improvements to the business process.
Draw a revised process diagram/model that reflects the
improved business process.

Format your paper according to APA guidelines.
Submit your paper and the two diagrams/models as one
Microsoft® Word document to the Assignment Files tab.
Running head: SYSTEMIC ASSESSMENT OF A FAMILY AND
CHILD 1
SYSTEMIC ASSESSMENT OF A FAMILY AND CHILD
9
Inside Out: A Systemic Assessment of Family and Child
Student’s Name
Institution
Date

Inside Out: A Systemic Assessment of a Family and Child
Do you wonder the way our minds deal with emotions? It is
often perceived that people develop a connection memory and
emotion when unconscious. Therefore, the attentiveness and
attunement of others is important in the structure and wiring of
our brains. The brain as an organ develops on the structure and
interactions we have with others, moreover, it is considered as a
social organ. This means that our memories and emotions are a
collection of different parenting styles and skills, genetics, and
relationships (Carr, 2009).
To understand the functioning of the human brain, the
development stages, abuse, emotional regulation, stress and
impacts of early trauma, neuroscience has taken the lead.
Infants need connections with their caregivers early in order to
organize the functions of their brains and for proper and
effective development. This essay is focused on exploring how
young children are impacted by risk factors, different parenting
styles and the impact a therapist has when working with
families that have young children.
Inside out, the film chosen in this essay explores the life of
Riley, an 11-year-old girl who had to migrate due to her father’s
new job from Minnesota to San Francisco in California. From
the movie, we see how different types of emotions are stored by
the mind to develop memories; moreover, we see the
relationship between emotions to memory. Riley is attached to
memories like fear, anger, disgust and sadness; moreover, she
had trouble regulating her emotions since moving to San
Francisco. A child is often influenced when the family moves to
a new location especially when the child had lived in a stable
environment for long (Carr, 2018). For the past 11 years, Riley
had lived in a stable environment; however, the move brings
obstacles and challenges considering she struggles to regain
stability.
The family is seeking counselling services for the daughter
considering she has been angry, not been herself since
migrating, and withdrawn. The family consists of Rick who is

39, Rhonda 35 and Riley who is 11 years; moreover, it is a
Caucasian family. Rhonda admits that Riley has not been the
fun girl she was in Minnesota, furthermore, she has been giving
her parents short responses and has been having angry
outbursts. Rhonda also states that Riley had energy and was
happy about moving at first, but all this changed once they
moved. On the other hand, Rick admits that he has been away at
work especially at night due to his new position, moreover, he
barely spends time with his family. Rhonda claims that she has
been busy around the house and does not pay attention to Riley.
The only source of income the family has comes from Ricky
considering that Rhonda is a stay at home mother. Rhonda has
tried making friends through doing things she loves like hockey.
Riley used to ice skate and play hockey in Minnesota; however,
she has not managed to do those activities in California the way
she did with friends and family.
Developmental Issues and Risk Factors
Everyone in the community has a family they belong; therefore,
the structure of family will shape their development either
healthy or unhealthy. The four parenting styles include the
authoritarian, authoritative, neglecting-uninvolved, and
permissive. These parenting styles can be the underlining factor
considering they are different. Moreover, there are also two
types of families, which are the extended and the nuclear. In an
extended family, the father, mother and children live together
with other relatives while the nuclear consists of the father,
mother and children. Both healthy and unhealthy developments
can occur given these types of families and parenting systems.
In Riley’s family system, it can be concluded that she is in the
middle childhood phase where friendship is important for
development. Riley needs friends to fill the vacuum of lacking
siblings considering she is an only child. Moreover, the
attachment developed between parents and children is essential
for social development since the attachment is vital for the
development of adolescents. Attachment also helps in social

development. Riley’s parents are trying to teach her open
communication and boost her confidence by encouraging her to
explore her new community hence build friendships. Making
friendship would benefit her considering she would not keep to
herself and will reduce stress.
The Anderson family is facing the challenge of culture
change by moving to San Francisco. Negative risk factors can
lead to unhealthy family system. Among the risk factors include
abuse, disorganized culture, neglect, poverty, the absence of
parents and harsh discipline. Risk factors can break up a family
hence causing negative outcomes on children. The development
of a family can be affected by these risk factors; moreover, a
child’s development and the skills needed may be hampered.
The risk of new environment affects Riley and her family
considering she is in middle childhood. On the other hand, she
knows her parents are worried due to her recent attitude. Riley
misses the attention she had in Minnesota from her best friend
Meg and her family who are also faced with the challenge of
new environment. Riley does not know how to act on her new
feelings of rejection and is not able to voice her sentiments.
Movement of a family affects the behavior of a child (O'Brien,
2012). Furthermore, if she feels her parents are stressed, then it
can affect her feelings too. The inability to understand the move
could make Riley unsure of how to regulate her mood. These
feelings make her confused and does not know how to act.
Assessment Tools
The most important way of collecting information about a
person and his family is through assessment and counselling.
These tools aid in exploring the family background, their
history, and importantly the patterns within the family. The use
of genograms in family therapy aid in exploring the
generational patterns that may have taken place. Every
information must be gathered when looking at the family.
Additional information must be created once a genogram is
created in case it has relevance to the treatment. Information on
Rick and Rhonda’s parents, the relationship they had, their

experiences growing up, and the type of childhood they had
growing up when creating a genogram (Firmin, 2017).
The genogram reveals that Rick’s parents valued hard work and
work ethics while Rhonda’s parents had struggles in their
marriage. Rhonda would keep to herself and had different
outbursts and struggled with depression considering her parents
struggled in marriage (Kazdin, Whitley & Marciano, 2006).
Different parenting skills and types of attachments a family can
have are shown in the genogram; moreover, it defined and
showed generational parenting skills. The animal genogram is
important in Riley’s situation as it will make her choose the
animal that represents her family and she can also be playful
with the genogram. This will help show her perspective and how
she views the people related to her, additionally, she can
explain why she has chosen the animal she chooses.
Ethical and Legal Requirements
It is essential that the therapist include counselor
responsibilities, legal issues, client’s rights, and counselor
competency. The 1.3 Multiple Relationships code must never be
violated. Family therapists avoid exploiting dependency and
trust of their client considering they are aware of their
influence. When the therapist decides to help a family
financially can be violation of the code. Therapists are not
allowed to have any relationships with their clients apart from
patient therapists or any type of help that is not within the
practice is a violation. This follows as such help may turn the
relationship into personal.
Practicing in accordance with the set ethical standards is vital to
avoid any issues regarding malpractice, which may arise.
Moreover, having any relations apart from the professional one
is prohibited considering the patient may not take seriously the
help being provided (Høglend, 2014). Judgment of a therapist
reported of malpractice is often in line with the actions that the
others within the profession may take. Probable comparison if
often made when ethical standards are violated. Therefore,

maintaining ethical standards in accordance to AAMFT code of
ethics is important. Ethical standards guide every profession
hence following these guidelines is key to the prosperity of the
practice.
Impact of Therapist
Availability of the therapist is vital to build a rapport with the
client so that they can administer proper help. A sense of trust
is key when building a relationship between the family and the
therapist. A healthy relationship between the family and the
therapist shows the authenticity of the therapist. Moreover,
therapists must keep their feelings from their conversations with
the family or their clients to make sound judgment and
administer required help. The personal feelings of the therapist
must not affect the decision they make especially if they had
similar experiences growing up. The therapist has a great
impact on influencing the development of the family and that of
Riley.
Conclusion
From the systemic assessment of Riley’s family, it is evident
that Riley is in the middle-childhood development stage, which
needs proper care and attention. Among the challenges Riley
faces include adjustment to a new environment, trying to
understand her emotions from the move hence is suffering and
has stress dealing with facts of the movement. On the other
hand, Riley’s parents Rick and Rhonda have shown concerns
due to Riley’s behaviors and occasional outbursts. The
behaviors Riley is displaying currently are as result of the
generational background considering Rhonda had similar
behaviors growing up. The therapist has the responsibility of
trying to understand every member of the family, what they are
experiencing and their reaction to the environment they have
moved to from Minnesota. The therapist has a crucial role in
ensuring the family transitions smoothly. Moreover, the
therapist will help Riley develop well despite of the migration
challenges and the confusion. The therapist observing the codes

of ethics set by the AAMFT is vital as it will ensure the family
gets the necessary help.
References
Carr, A. (2009). The effectiveness of family therapy and
systemic interventions for child-focused problems. Journal of
Family Therapy, 31(1), 3-45. doi: 10.1111/j.1467-
6427.2008.00451.x
Carr, A. (2018). Family therapy and systemic interventions for
child-focused problems: the current evidence base. Journal of
Family Therapy. doi: 10.1111/1467-6427.12226
Firmin, C. (2017). Contextualizing case reviews: A
methodology for developing systemic safeguarding
practices. Child & Family Social Work, 23(1), 45-52. doi:
10.1111/cfs.12382
Høglend, P. (2014). Exploration of the Patient-Therapist
Relationship in Psychotherapy. American Journal of

Psychiatry, 171(10), 1056-1066. doi:
10.1176/appi.ajp.2014.14010121
Kazdin, A., Whitley, M., & Marciano, P. (2006). Child-therapist
and parent-therapist alliance and therapeutic change in the
treatment of children referred for oppositional, aggressive, and
antisocial behavior. Journal of Child Psychology and
Psychiatry, 47(5), 436-445. doi: 10.1111/j.1469-
7610.2005.01475.x
O'Brien, V. (2012). Responding to the call: a conceptual model
for kinship care assessment. Child & Family Social
Work, 19(3), 355-366. doi: 10.1111/cfs.12025
Biological
Child
Foster
Child
Adopted
Child
Stillbirth
Twins Identical
Twins
Pregnancy
Miscarriage
Abortion

Children: List in birth order beginning with the oldest on left
‘92- ‘94- ‘95- ‘03- ‘03- ‘04- ‘04- ‘05-
‘97-97
-‘99 -‘01
13 11 10
Standard Symbols for Genograms
LW 98-99 A ‘97
m 1970
AA
Therapist Therapist
Male
written on
left above
of symbol
‘41-
‘72-
$100,000
‘41-
an X through Symbol
Age at death in box
Death date on right

above symbol
written
inside
symbol
Birth Date DeathAge
Pet
Significant
Institutional
Connection
Female
Man to
woman
Woman
to man
Gay/Lesbian
Transgender People
23
written above
birth & death date
1943-2002‘82-
59

Location &
Annual Income
Boston
Bisexual
Immigration
Family Secret
‘41-
Person who
has lived in
2 + cultures
Heterosexual
Marital Separation
met ‘88,, m ‘90 s ’95 m ‘90 s ’95 d ‘97
m ‘90, s 95-96, s 96, d ‘97
remar ’00, rediv 02
Divorce Divorce and Remarriage
Marriage
m 1970
Relationship
LT ‘95

LT = Living Together
m ‘03 m ‘05
Secret
Affair
Affair ‘95
Couple
Relationship
Rel 95, LT 97
Committed
Close“spiritual” connection
Physical or
Psychological illness
Alcohol or Drug abuse
Suspected alcohol
or drug abuse
Physical or
Psychological illness
in remission
In Recovery from
alcohol or drug abuse

In recovery from
substance abuse and
mental or Physical problems
Serious mental and
physical problems
and substance abuse
Symbols Denoting Interactional
Patterns between People
Symbols Denoting Addiction, and Physical or Mental Illness
Fused
Hostile
Close-HostileDistant Focused On
Fused-Hostile Cutoff Repaired
CaretakerPhysical Abuse Sexual AbuseEmotional Abuse
Cutoff
Egg donor
Sperm donor
Surrogate
Mother
Gay Couple whose
daughter was
conceived
with sperm of

John and
an egg donor, and
carried by surrogate
mother till birth.
Lesbian couple
whose daughter
was conceived
with egg
of one partner
and
sperm donor.
1943-2002
$100,000
‘75-
$100,000
‘73-
35,000
‘81-
$45,000
John Jenny
C.P.A.
Highland Park, NJ
San FranciscoLondonArizona
H.S.+2
Secretary
Peter

M.B.A
Alicia
P.h.D
Mark
B.A.
ComputersHistory Prof
‘53-
$28,000Annual income is written
just above the
birth & death date.
Typically you would include
the person’s occupation
and education near the
name and the person’s
whereabouts at the top
of the line connecting to
the symbol.
59 52
32 30 24
m. 1970
Artificial Insemination
Symbol for Immigration =
Smoker
S

Obesity
O
Language Problem
L
Siblings of Primary
Genogram Members are written
smaller and higher. Spouses are
written smaller and lower:
31
62 58
2628
s ‘01
?94-
‘01
‘01
‘01
38 39 31 26
0
0

10
Child Raised from
Birth by His
Granduncle and Aunt
Foster Children
Adopted Child
Household
Adopted at 5
Use an arrow to show
family into which child moved
Use an arrow to show family
into which child moved
A = 1999
Symbol for
Immigration
1945-
$60,000
Chicago
$40,000
Chicago
1944-
$100,000

$28,000
London
Chicago
BuddhismRoman
Catholic
Ed
Sam
Jolie
Judy
Therapist
LH ’00
‘82
‘79
Dog-Muff
63
24
27
62
m. 1970
POLISH JEWISH

Household shown by encircling members living together
(Couple living with their dog after launching Children)
Siblings are written smaller
and higher than IP.
Spouses are written
smaller and lower.
Served in
Vietnam
m ‘85 d ’89
1st 2nd 3th
1st
1st 1st2nd
2nd 3th
m ‘90 d ’00 m ‘02
m ‘83 d ’88 m ‘89 d ’93 m ‘96
1
2
3
4
Husband, His Current Wife and his Ex-Wives (who are shown

lower and smaller).
Husband’s wives may go on left to be closest to him. Indicators
“1st,” “2nd” etc.
make clear the oader of his marriages.
Wife, Her Current Husband and her Ex-Husbands (who are
shown lower and smaller).
Wife’s previous relationships are shown on left to keep children
in birth order, since
they remained in her custody.
Couple with 3 year old, showing their previous spouses
(smaller) and those spouses’
new partners (even smaller)
Couple living with their joint child and her child from a
previous relationship. The other
spouses of the partners are shown smaller and lower on either
side of the present
household, indicated by a dotted line.
m ‘77 d ‘80
‘55- ‘65-
m ‘81 d ‘86
m ‘87 d ‘90
m ‘92 d ‘97
‘94-‘82- ‘84-
m ‘85 d ‘89
m‘ 90 d ‘93

m ‘95 d ‘97
m ‘99 d ‘01lo. m ‘02
223 21 11
50 40
10
‘95-‘03-
m ‘94 d ’99 m ‘02 m ‘94 d ’98 m ‘90 d ’92
3
81318
98 14
02-97- 96- 91-
3
Running head: SYSTEMIC DIAGNOSIS AND INTERVENTION
1
SYSTEMIC DIAGNOSIS AND INTERVENTION
7

Systemic Diagnosis and Intervention Application
Student’s Name
Institution
Date
Introduction
In this assignment, a short summary of the previous research
will be provided. In an effort to understand the interactions
between the family members, the essay will explore the
interactional patterns. Moreover, the essay will explore the
development of the lifespan as a family and the family's
development stages. In accordance with the DSM-5, the essay
will provide a diagnosis and explanations regarding the
diagnosis will follow. Specific interventions and goals, which
need implementing will be identified using the narrative
approach, furthermore, they will be implemented in line with
the legal approach that may affect the family counsellor.
Finally, the essay will give a clear description of family
dynamics and the various underlying factors that contribute to
the challenges affecting the family using a concise genogram.
The genogram is effective in portraying the family line and the
possible challenges.

Brief Summary of Assessed Risk Factors
From the movie “Inside Out”, the focus is solely on the
Riley who is the main actor and the various challenges she
faced due to her family moving to a new location. In the movie,
it is clear that some of the emotions Riley struggled include
Fear, Disgust, Anger, Sadness, and Joy, moreover, she had a
hard time managing her emotions. The problem from the movie
was due to her inability to adapt to the new environment.
Additionally, she found it difficult to openly express herself to
her parents. The imbalance in emotions caused her to have
patterns of dysfunctional communication. Riley never wanted to
participate in any activity and inability to adapt to her new
environment, which are clear signs of lacking social
connectedness. The behaviors portrayed by Riley have resulted
in a great imbalance within the family daily activities. The fact
that Riley is in the adolescence stage presents some physical
factors considering that at this phase; she is experiencing some
emotional changes.
Family Transition throughout Developmental stages in Life
Span
Riley's family is currently in the transformation phase of the
development stage and having a daughter who is in adolescence
often presents numerous challenges to the family. Families
often have traditional and normal settings hence adolescents
often exhibit behaviors, which may violate the settings within
the family and community (Miccucci, 2009). Therefore, families
that were previously functioning well may find it hard facing
this stage considering the stressors. In the scenario, this is
clearly the issue presenting a challenge. The career change of
Riley's father catapulted the move. Moreover, there were also
signs of family discord during the big move. Furthermore,
children who transition to the adolescent stage may also cause
stress to the parents in an effort to resolve the changes caused.
Therefore, the therapist has a responsibility of acknowledging
that each member of the family may be experiencing something
different hence formulate a strategy of helping them.

Key Aspects of Family Relationship
In an analysis of the family, it is clear that aspects such as
supportiveness, warmth, responsive interaction between Riley
and her parents are key in the family’s relationship. Aspects
like a warm and supportive family may influence the children’s
subjective assessment of life stressors. On the other hand,
positive emotions are vital since they are internal resources
meant to reduce the challenges the family faces. A good
relationship between Riley and the family may act as barriers to
the negative effects of stress.
There is other de-escalation of conflict techniques, which may
prove essential in this scenario. Techniques that may help
children regulate the negative effect in order to help resolve
conflict such as parenting styles. From this film, it is clear that
Riley's parents are trying to shield her from the negativity. The
parents’ technique of shielding Riley from the negativity was
making an effort to make things appear positive. They
encouraged her to focus on the bright side of the situation.
Despite the efforts made by the parents, Riley was clearly
unable to regulate her emotions due to the move resulting in
adjustment disorder.
DSM-5 Diagnosis
From the challenges Riley has presented in the movie, it would
be proper to diagnose her with Acute Adjustment Disorder
which is very common, however, there may be a great variance
due to population function and the methods employed
(Association, 2013). People may experience many symptoms of
adjustment disorder hence having effects in their lives. In the
event an individual has a hard time coping with sad events in
life, adjustment disorder may portray symptoms including
hopelessness, overwhelming feelings, and sadness. In the
movie, Riley exhibits some of these symptoms, additionally,
they are having a negative impact on her body, mind and
emotions.
The Child Behavior Checklist/4-18 and 1991 Profile (CBCL/4-
18) is one vital assessment tool that may be used in this

scenario since it has a checklist consisting of 113-item behavior
problems combining it with another checklist of seven-part
social competency (Achenbach, 1980-1994). The assessment
tool is efficient as it measures the emotions and behavioral
problems of an adolescent. Furthermore, it is the responsibility
of either the parents or the surrogate parents to complete the
tool. The tool uses simple wording in the process of defining
challenges faced by the parents. In some instances, the CBCL
tool is hand scored. The CBCL/4-18 scores include: (a) three
competence scales (Social, Activities, and School), (b) a total
competence scale score, (c) the eight syndrome scales
including: Attention Problems, Aggressive Behavior, Social
Problems, Delinquent Behavior, Somatic Complaints, Problems
regarding thoughts, Withdrawal, and Depression or anxiety, (d)
Problem Internalizing scale score and Externalizing problems
score, and (f) The total problem scale score (Achenbach, 1980-
1994).
Narrative Theory as it informs Interventions and Treatment
Goals
The best recommendation for Riley and her family during
therapy would be the narrative approach since her diagnosis is
the acute adjustment disorder. The narrative models are vital
considering that they help the patient by drawing out their
strengths. In this type of therapy, the person's problems are
separated from them hence examining and evaluating the
problem based on how they evaluate themselves (Gehart, 2014).
Moreover, the in the narrative approach, the person is made to
acknowledge that the problem is not part of them or their lives
hence they have the capability of overcoming the challenge. The
approach helps considering that once someone changes their
perception; they have the capability of writing positive
outcomes that help the family.
The therapist may consider using an intervention that maps the
problem's influence. In mapping the influence, the role of the
therapist is to ensure they collect adequate information
including how the problem affects the client's life and the

people around them, and the thought line of the client towards
the problem. Additionally, the therapist ensures the patient does
not feel worse by mapping a person's influence (Gehart, 2014).
The therapist should ask Riley questions to know her perception
regarding the problem and the current situation. This would
help Riley, to understand and explore the influence of the
challenge she is currently facing, moreover, it will help
encourage her that she is capable of overcoming it. The
narrative approach would help Riley learn about the alternative
stories and her views regarding her life. The therapist has a role
of encouraging Riley, and that she is the master of her own
destiny. The therapist would also help Riley form another
narrative regarding her life. The narrative Riley needs to form is
that of positivity.
Effectiveness Research on Narrative Approach
Narrative therapy focuses on restoration (Shapiro, 2015). In this
process, the therapist guides clients on how they construct
meanings to their lives (Shapiro, 2015). Moreover, the approach
there is no adherence to specific notations and predefined goals
(Guise, 2015; Gurman, Lebow, & Snyder, 2015). The narrative
approach believes that clients are the masters of their own
stories (Gurman, Lebow, & Snyder, 2015). The approach creates
preferred realities that enhance new behaviors, self-concept and
outcomes (Shapiro, 2015). The approach aims to disrupt the
patterns of dysfunction in relationships. In the movie, the move
poses dysfunction within the family hence the approach disrupts
the patterns exhibited. Riley will be in a position to identify
problems and explore the unique outcomes. This approach is
very effective and led to improved outcomes in the family
relationship (Carr, 2009).
Ethical and Legal Considerations
There are ethical and legal considerations that have to be
followed when working with a family, moreover, Riley is a
minor. It is the responsibility of the therapist to ensure that
Riley understands the types of limitations and confidentiality
and the consent document, additionally, she must know that the

information regarding their discussions must be made known to
the parents. The therapist must ensure that he/ she remain
competent to avoid any implications that may arise due to
incompetence. In regards to the law, the therapist must know
that laws are above the ethical codes. Additionally, in certain
domains, the laws will differ. Therapists have the mandate of
ensuring they are well versed with the laws regarding their
practice hence respond to any questions that may arise to ensure
they protect the child’s interest (Firmin, 2017).
Conclusion
In conclusion, the findings from the previous assignment have
proven vital in the current assessment. The diagnosis of Riley
found that she had the adjustment disorder; furthermore, the
assessment met the DSM-5 guidelines. From the assessment, it
was concluded that the best model to help both Riley and the
family was the narrative therapy considering the developmental
stage the family is currently. The family has faced numerous
challenges due to the move; furthermore, every member of the
family experienced a different challenge. The narrative model
also evaluated Riley's development stage in life and discovered
that she was an adolescent phase of life. The intervention would
help Riley and her family to discuss unique goals to be achieved
and the various interventions available. The model follows both
ethical and legal considerations regarding the treatment of
Riley, considering that cases of incompetence often arise.
Therefore, the narrative approach is essential since its
practicality would prove beneficial for both the family and
Riley.
Genogram
Disgust
Joy
Fear
Sadness
Anger

Riley
Dad
Mom
Key:
Female Married Emotional Connection Family

References
Achenbach, T. M. (1980-1994). Child Behavior Checklist.
Mental Measurements Yearbook with Tests in Print, 1-5.
Retrieved from
http://web.a.ebscohost.com.library.capella.edu/ehost/detail/detai
l?sid=551f13f3-fd3b-47cd-b2cb-
cd94d6be5a8c%40sessionmgr4008&vid=0&hid=4206&bdata=Jn
NpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=test.1884&d
b=mmt
Association, A. P. (2013). Diagnostic and Statistical Manual of
Mental Disorders (5 ed.). Arlington: American Psychiatric
Association.
Carr, A. (2009). The effectiveness of family therapy and
systemic interventions for child-focused problems. Journal Of
Family Therapy, 31(1), 3-45. doi: 10.1111/j.1467-
6427.2008.00451.x
Firmin, C. (2017). Contextualizing case reviews: A
methodology for developing systemic safeguarding
practices. Child & Family Social Work, 23(1), 45-52. doi:
10.1111/cfs.12382
Gehart, D. (2014). Mastering Competencies in Family Therapy
A Practical Approach To Theories and Clinical Case
Documentation. Belmont: Brooks/Cole.
Miccucci, J. A. (2009). The Adolescent in Family Therapy (2
ed.). New York, New York: The Guilford Press.

Demonstrating a Systemic Approach
Identify the developmental issues and analyze the risk factors
for the child including a discussion of family and community
resilience. Include your reflections on the case family and what
you have learned for your own practice. The assignment
requires the demonstration of a systemic approach to counseling
a child. Using the film “INSIDE OUT”
Project Objectives
· Describe best practices for systemic assessment and diagnosis.
· Apply systemic assessment tools that are multicultural and
developmentally appropriate.
· Develop a diagnosis based on relational observations using
best practices in systemic assessment.
· Design a developmentally appropriate systemic intervention.
· Apply systemic interventions appropriately.
· Demonstrate thinking, awareness, and behaviors consistent
with the legal and ethical guidelines provided by the state of
Maryland and by professional associations.
· Cover how your background would impact your work with this
family.
· Your reflections on the case family and what you have learned
for your own practice.
· Update your genogram (see attachment) and include in the
paper. It will not be graded if submitted separate.
Assignment Requirements
0. Written Communication is thoughtful and free of errors that
detract from the overall message.
0. APA style and formatting.
0. Minimum of six scholarly sources.
0. Length of paper: 6–8 typed double-spaced pages.

Additionally, a title page and references page.
0. Font and font size: Times New Roman, 12 point.

36334 Topic Demonstrating a Systemic ApproachNumber of Pages.docx

More Related Content

Similar to 36334 Topic Demonstrating a Systemic ApproachNumber of Pages.docx (20)

More from rhetttrevannion (20)

Recently uploaded (20)

36334 Topic Demonstrating a Systemic ApproachNumber of Pages.docx