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Upon admission Kimberly appeared to be depressed she was friendly but quiet. She was compliant and attended school with no difficulty. Individual session, Kimberly is a willing participate in session. She is willing to discuss her feelings. She has some difficulty expressing and understanding her feelings at times. She stated that she wanted help with acting too childish at times. She is very childlike, she does exhibit behaviors of a much younger child. Kimberly was teased and bullied in school due to these behaviors as well as poor hygiene. She struggles to interact appropriately with her peers. She can be socially awkward. She is capable of being friendly towards her peers she interacts better with adults. She is current working
At the end of the previous school year, Carol, and her daughter’s teachers noticed that Carol’s daughter was not progressing in her studies, and an evaluation conducted by the child study team revealed that she had a specific learning disability. An IEP meeting was scheduled, and conducted. The determination was made to place Carol’s daughter in the same resource room as Carol’s client Jody, for half of the day. Carol instantly realized that this decision put her in a predicament where a dual relationship would be created. She would then cross a clear boundary, and become a parent of a classmate, as well as the professional she has already established herself as to Jody and her parents. This would undoubtedly lead to instances in which both her client, and the client’s family would be interacting with her at both school functions and on class trips. She knew that allowing this to happen was against the BACB Guidelines for Responsible Conduct for Behavior Analysts. Carol voiced her opposition and explained the ethical quandary to those attending the IEP meeting, and what would occur if her daughter was placed in the same room with her client. Carol stated that she would speak with her supervisor, but it was probable that he would determine that she would not be able to continue working with Jody. Carol felt that having to become accustomed to another behavior analyst
...e distracted five times by mom and/or clinical team, Keisha did a great job redirecting him back to his task. Keisha told the clinical team Cody is improving with working independently. Cody was observed working independently on three vocational task boxes. Vocational task boxes help prepare students for vocational task, post school. Keisha rewarded Cody with videos of her singing, which he liked. When Cody was asked to wait by Keisha, he complied without displaying disruptive behaviors. At the end of class, Keisha told Cody to clean off and wipe the table, which he did. Keisha said he cleans the table every day at the end of class. Mom and Keisha added that Cody perseverates on the same topics daily.
Cunningham, M. (2012). Integrating Spirituality in Clinical Social Work Practice: Walking the Labyrinth (1 ed.). Upper Saddle River: Pearson Education Inc.
Amanda has a label of either mental retardation or cognitive disability. She appears to have spent years enjoying school, bonding, with friends and engaging in extracurricular activities. Lately, her demeanor has changed enough to warrant a meeting to discuss immediate and future concerns
During her first evaluation, her parents had just separated. I think this must have triggered Kayla’s emotional and academic difficulties. Even though her parents got back together by the time she had her second evaluation, their relationship was not any better. Her life did not get any better as she grew older. Her parents moving from one town to another did not help Kayla get better. Due to her family’s moving from town to town, Kayla did not have a social circle. As soon as soon she made friends, they had to
The social workers in both videos gathered information regarding each of the client’s issues. Another common denominator in both videos is that both of the social workers repeated what the client had said in their own words to allow the client to feel heard and understood. In the first video, social worker Karen asked direct questions relating to Mike’s alcohol addiction while also addressing how the addiction impacts his relationships including his marriage. Karen also addressed inconsistencies with the client doing so appropriately and quickly. It appears that in the first video, Karen focuses on the reality of the issue at hand to assist the client with establishing and accepting
The assessment will include a discussion of the problem behavior, the social worker will am to gain a clear understanding of the context of the problem and how it is affecting Mrs. Kay. The social worker will ask Mrs.
The personal information’s’ of the following individuals in the scenarios was changed for confidential purposes.
Identify and explain the three major sources of conflict and misinterpretations in social work practice: culture-bound values, class bound values, and language variables.
Social Workers are very important to everyday life. They are the ones that help people in need when they have nobody else to turn too. Also, they provide resources and better understanding of predicaments that you could be experiencing. I will reflect on how the class has affected me, my own experiences and how some theories have connected to my life experiences, and lastly, if the class helped toward my major. This class is important for someone that wants to become a social worker and wants to learn about the different theories used. Also, learning about me during this process of completing this class is fun and a way to see if the social work profession is right for me. There was many theories explained throughout this class but many will not be said because it wasn’t the main points that I was trying to get across. There are two tools that are used that can help a social worker organize a client’s life: Bubble map and Briefcase exercise. There are so many different ways a social worker can help a client deal with their problems and come up with a solution. It is up to that social worker to identify the client’s problem and see what theory fits.
In his fourth grade, Kathryn should be more proactive because she takes a passive voice. Also, Kathryn should be more sensitive to Andy 's needs because while he is smart, he is clearly not receiving the support he needs; Kathryn should not be one of the many adults that have given up on Andy. The best support for Andy, might be switching to a new teacher or Andy might benefit from one-on-one instruction, where he will be the center of someone 's attention.
The child that I selected to observe through the course of this semester is a Caucasian female. Her name is “R.” She was born on April 24, 2013. She is currently 10 months old, but will be turning one year old at the end of the semester. “R” is a child who is very active. She has an independent but outgoing personality. At this stage, she exhibits uncertainty with strangers and other people she recalls but has not physically seen in a period of time. Some of “R”'s favorite activities include tossing objects, mirroring actions and movements, music, a...
The relation among social work and counselling has been interactive and complex. Because two different activities they share certain theoretical origin and approach of thinking. Professionals that qualify in 1960s and 70s were stranded in casework values dependent over psychodynamic theoretical foundations. Subsequently, the times training of social work has moved within the direction by adopting social learning theories, systems theories and ecological and wide range of derivative practice approaches. From Marxist and radical methods of 80s and the anti-oppressive and anti-discriminatory practice development in 90s has reclaimed the real pre-occupation with social injustice, social exclusion and social inequalities, working with individuals
However, most of her hours at school is in the regular education classroom. Jelly’s regular education classroom includes a room full of twenty-five to thirty students. The regular education classroom consists of subjects: reading/writing, group time, math, and art. In her special education classroom, Jelly is in class with five to ten other students. She receives additional help in math and reading, as well as participate in art activities one on one. Jelly is able to comprehend self-story telling but requires additional assist in simplistic wordings. For example, “Draw what you will see in a cave.” Jelly could not comprehend and would ask and say, “What do I draw? I don’t know what to draw.” The Occupational Therapist replied, “Okay, let’s start with a cave. What color should it be? How big do you want it? What do you want to see inside the cave? Would it be an animal, a person, a plant, what do you think?” Providing a more accurate cue of words such as animal, person, plant, etc. offered Jelly a more concrete
Case work is not only the basic practice in professional Social Work but rather, a common practice followed by all. The traditional definition defines case work as “a method of helping individuals through a one-on-on relationship’’. Every individual trained or untrained indulges in case work. The difference is made by theoretical understanding and professional ethics, practices involved in professional case work. Mary Richmond in 1915 explains casework as “the art of doing different things for and with different people by cooperating with them to achieve at one and the same time their own and society' betterment.” Social Case Work can also be defined as “an art in which knowledge of the science of human relations and skill in relationship are used to mobilize capacities in the individual and resources in the community appropriate for better adjustment between the client and all or any part of his total environment”.