SW 511/521 - Interpersonal Practice with Individuals, Families and Small Groups

Transcription

1 SW 511/521 - Interpersnal Practice with Individuals, Families and Small Grups Prf. Sctt Weissman 3760 SSWB scwei@umich.edu Fall 2017 Required Text: Hepwrth, D. H., & Larsen, J. A. (2015). Direct scial wrk practice: Thery and skills (10th ed.). Pacific Grve, CA: Brks/Cle. COURSE DESCRIPTION This curse presents fundatin knwledge and skills essential t interpersnal practice with children, yuth and their families while cnsidering the cmmunity, rganizatinal, and plicy cntexts in which scial wrkers practice. It integrates cntent n multiculturalism, diversity, scial justice, and scial change issues, and it relies n the histrical, cntextual, and scial science knwledge presented cncurrently in the fundatin SWPS and HBSE curses. The student's field experience and future practice methds curses will build upn the skills presented in this basic curse. Thrughut this curse, students examine scial wrk values and ethics as well as issues f race, ethnicity, gender, sexual rientatin, religin, and ability as these relate t interpersnal practice. COURSE CONTENT Students will learn varius scial wrk rles (e.g. cunselr/therapist, grup facilitatr, mediatr, brker, advcate and resurce planner), recgnizing that these rles must be based n an awareness f cause and effect and n the adherence t scial wrk values and ethics. Students will understand the imprtance f develping relatinships with clients, clleagues, supervisrs, ther prfessinals, and many ther cnstituencies that make up the rganizatins in which they wrk. Students will als learn hw self-awareness and the cnscius use f self affect the helping relatinship. In this curse all phases f the IP treatment and preventin prcess (i.e. engagement, assessment, evaluatin, planning, interventin, and terminatin) will be presented with attentin t hw they are applied t wrk with individuals, families, and

2 Sctt Weissman small grups. Students will learn t assess prblems in clients' lives that relate t attributes f the client (e.g. age, race, ethnicity, gender, sexual rientatin, ability) as well as situatinal and envirnmental factrs relevant t the client's scial functining. Students will understand patterns f functining, t assess strengths and limitatins, and t plan, implement and mnitr change strategies. Students will learn the imprtance f evaluating methds f change based n situatinal effectiveness and n whether their implementatin enhances the client's capacity fr self-determinatin and the system's capacity fr justice. Varius preventin, treatment, and rehabilitatin mdels will be cvered as well as varius IP skills. In subsequent IP curses, mre emphasis will be placed n specialized assessment prcedures, evaluatin, treatment interventins, and terminatin. COURSE OBJECTIVES Upn cmpletin f this curse, students will be able t: (1) Describe eclgical-systems, bi-psych-scial, prblem slving, structural, and pathlgy versus strengths based framewrks in practice with individuals, families, and small grups AND critique the strengths and weakness f these varius framewrks. (2) Recgnize the impact f race, gender, ethnicity, scial class, sexual rientatin, pwer and privilege n interpersnal practice by: (a) demnstrating self-awareness abut hw their attributes and life experiences impact n their capacity t relate t thers with different persnal (b) attributes and life experiences. describe hw thers wh are very different may perceive them and hw status and pwer issues impact prfessinal relatinships with clients, clleagues, and ther prfessins. (3) Carry ut the rles f advcate, brker, cunselr/therapist, grup facilitatr, and resurce develper and assess the apprpriateness f these rles in cntext. (4) Demnstrate basic interpersnal practice skills including active listening, empathic respnding, critical thinking, case recrding, and cntracting. (5) Cnduct culturally sensitive interpersnal practice by: (a) (b) (c) engaging diverse client systems emplying assessment prtcls f PIE, ecmaps, gengrams, netwrk maps, and grup cmpsitin articulating treatment and preventin gals, develping measurable treatment and preventin bjectives, and emplying measurement tls t mnitr and evaluate practice while maintaining sensitivity t the special needs f clients. (d) implementing treatment prtcls cnsistent with treatment plans and sensitive t clients' situatins (e) recgnizing basic terminatin issues that pertain t interpersnal practice. (6) Operatinalize the NASW cde f ethics and recgnize value dilemmas that emerge in interpersnal practice. Links t CSWE Practice Behavirs: Practice Behavir 3 Apply critical thinking t infrm and cmmunicate prfessinal judgments 2

3 Sctt Weissman Distinguish, appraise and integrate multiple surces f knwledge, including research-based knwledge and practice wisdm Demnstrate effective ral and written cmmunicatin Analyze mdels f assessment, preventin, and interventin Practice Behavir 4 Engage diversity and difference in practice Recgnize and cmmunicate understanding f the imprtance f difference in shaping life experiences Gain sufficient self-awareness t eliminate the influence f persnal biases and values in wrking with diverse grups Practice Behavir 7 Apply knwledge f human behavir and the scial envirnment Utilize cnceptual framewrks t guide the prcesses f assessment, interventin and evaluatin Critique and apply knwledge t understand persn and envirnment Practice Behavir 10 Engage, assess, intervene and evaluate Use empathy and ther interpersnal skills Cllect, rganize and interpret client data Select apprpriate interventin strategies RELATIONSHIP OF THE COURSE TO FOUR CURRICULAR THEMES (1) Multiculturalism and Diversity will be cncentrated in the tpics f relatinship building, cmmunicatin, assessment, interventin, terminatin and evaluatin. These tpics will explre hw the differences between wrker and client impact and shape these critical dimensins f scial wrk practice. Critical cnsciusness abut pwer imbalances between children and their brader systems, children/client and interventinist and between client and agency will als be explred. (2) Scial Justice and Scial Change will be central t the tpic f varius rles assumed by scial wrkers and in clienthd. The fcus f the curse is n small system change (individual, families, and grups) but the larger scial cntext and implicatins fr change will be embedded in persn in the envirnment (PIE) eclgical assessment, and in the experience f applicants as they enter scial agencies. These themes will be integrated int this curse thrugh the use f case examples and case scenaris that will be selected by the instructr t exemplify skills in practice. (3) Prmtin, Preventin, Treatment, and Rehabilitatin will be themes reflected in varius purpses and mdels f cntemprary scial wrk practice. In additin, this curse will emphasize skills that can be implemented with prmtin, preventin, treatment, and rehabilitatin as practice gals and utcmes. 3

4 Sctt Weissman (4) Behaviral and Scial Science Research will be presented in this curse t supprt practice methds, skills and assessment prcedures. Planning, decisinmaking and interventin prcedures will be directly brrwed frm the behaviral and scial sciences. RELATIONSHIP OF THE COURSE TO ETHICS AND VALUES Scial wrk ethics and values will be addressed within the curse as they pertain t issues related t wrking with clients and clleagues. The NASW Cde f Ethics will be used t give students directin abut these ethical issues. In particular, this curse will fcus n client issues, such as cnfidentiality, privacy, rights and prergatives f clients, the client s best interest, prper and imprper relatinships with clients, interruptin f services, and terminatin. In additin, issues that arise when wrking with clleagues, such as referral, cnsultatin, dispute reslutin, and mediatin will be addressed. ACCOMMODATIONS If yu need r desire an accmmdatin fr a disability, please let me knw as sn as pssible. Many aspects f this curse, the assignments, the in-class activities and the way that the curse is taught can be mdified t facilitate yur participatin and prgress thrughut the semester. The earlier that yu make me aware f yur needs the mre effectively we will be able t use the resurces available t us such as the services fr Students with Disabilities, the Adaptive Technlgy Cmputing Site, and the like. If yu d decide t disclse yur disability, I will (t the extent permitted by law) treat that infrmatin as private and cnfidential. Als, please ntify me if religius bservances cnflict with class attendance r due dates fr assignments s that we can make apprpriate arrangements. COURSE REQUIREMENTS (1) Class Participatin (10 pints); absences will lwer yur grade since: (a) Sme material cnsidered essential t the bjectives f the curse will nly be presented in class; (b) The applicatin f key cncepts and student c-learning requires participatin in class discussins and exercises. (c ) Predictability, reliability and cnsistency are cre t any strng relatinship being there is incredibly imprtant t clients, s it is imprtant in this class (d) Attendance means participating and attending t thers. Using cmputers r mbile devices t text, shp, Facebk, etc. will significantly reduce yur attendance pints. Unless yu have a family emergency, (and please speak t me abut it ahead f time) please put yur phnes away. (e) Grades will be lwered by 5% fr every sessin missed past 2 sessins. If emergencies have arisen during the curse f the semester, please discuss individually with me. Safety & Emergency Preparedness: In the event f an emergency, dial frm any cell phne r campus phne. 4

5 Sctt Weissman All University f Michigan students, faculty and staff are required t familiarize themselves with emergency prcedures and prtcls fr bth inside and utside f the classrm. In the event f pssible building clsure (i.e. severe weather cnditins, public health ntices, etc.) yu may cntact (734)764-SSWB(7793) fr up-t-date Schl clsure infrmatin. Be Prepared. Familiarize yurself with the emergency card psted next t the phne in every classrm/meeting rm. Review the infrmatin n the emergency evacuatin sign (lcated nearest the dr) and lcate at least (2) emergency exits nearest the classrm. Each SSW classrm is equipped with dr lcks. Pressing the buttn, lcated n the dr handle, t lck the dr frm within the rm. If yu are cncerned abut yur ability t exit the building in the case f an emergency, cntact the Office f Student Services and/r ssw-ada cmpliance@umich.edu. Office f Student Services Schl f Scial Wrk Rm Fr mre infrmatin view the annual Campus Safety Statement at Register fr UM Emergency Alerts at: Reprt a hate crime r bias-related incident at: WEEKLY READING ASSIGNMENTS All readings, besides thse fund in the required r ptinal text, can be fund n Canvas in the Files sectin September 11 Class 1 (M) Values and Themes that Guide the Practice f Scial Wrk Text, Chapters 1-4 September 11 Class 2 (A) Cmmn Elements f Effective Practice 5

6 Sctt Weissman Text, Chapters 5-6 Recmmended (n CANVAS) Seligman - Why Hw Yu Feel Matters, pp. 1-6 Rubin - Chapter 1: Ding Therapy, pp September 18 - Class 3 (M) Assessment - Dmains f Assessment and the DSM An Integrated Skills Assessment Apprach Text, Chapters 7-8 Peruse the DSM Yu will need t sign in n the library website if yu try t access the link when yu are ff-campus. 11:45 - meet with ALL classes t discuss client develpment September 18 Class 4 (A) Assessment: Hnring Culture/Hnring Strengths Assignments (fr Class 6): Fill ut the AAI/LifeScript frm, the DSM adult Crss Cutting Symptm Measure and the Gtham Character Develpment Wrksheet fr next week - these will nt be turned in but will be utilized in the writing f yur character develp ment paper. These frms can be fund in the Files sectin f the CANVAS site fr Class 6. Strengthening the DSM: Incrprating Resilience and Cultural Cmpetence Asking Patients Questins abut Sexual Orientatin and Gender Identity in Clinical Settings, The Fenway Institute 6

7 Sctt Weissman September 25 - Class 5 (M) Assessment: Risk, Suicide and Dmestic Vilence Rich Tlman Text. Chapter 9 September 25 Class 6 (A) Develping Yur Client Character I Assignments: Cming t class with the AAI/LifeScript frm, the DSM adult Crss Cutting Symptm Measure, and the Gtham Character Develpment Wrksheet filled ut fr yur client character Imprvisatin and the Theater, Jhnstne, Chapter 1 Imprvisatin and the Theater, Jhnstne, Chapter 2 Octber 2 - Class 7 (M) Develping yur Client Character II Please cme ready with yur snapshts and precipitating event Octber 2 - Class 8 (A) Attachment and Human Develpment Julie Ribaud presents (Sctt ding Character Develpment 1 with Julie Ribaud s class) 7

8 Sctt Weissman Davies, D. (2004). Attachment as a cntext f develpment. In Duglas Davies, Child develpment: A practitiner's guide (pp.7-38). 2d ed. New Yrk: The Guifrd Press. Slade, Imagining Fear: Attachment, Threat, and Psychic Experience Srufe, Attachment Research in Urban and Rural Mexic Octber 9 - Class 9 (M) Multicultural Practice/Preparing fr the Practitiner Rle Hw Cnnectins Heal - Stries frm Relatinal-Cultural Therapy, Chapters 9 and 3 Reed - Beynd Diversity and Twards Scial Justice Jennings, Svereign - Nine Ethical Values f Master Therapists Wing-Sue, D. (Ed.), Micragressins and Marginality, Manifestatins, Dynamics and Impacts, (pp.1-21), Jhn Wiley and Sns, Santa Barbara, Califrnia. Cardemil, E. V., & Battle, C. L. (2003). Guess wh's cming t therapy? Getting cmfrtable with cnversatins abut race and ethnicity in psychtherapy. Prfessinal Psychlgy: Research And Practice, 34(3), Recmmended: Evans, G. W. and Kim, P. (2013), Childhd Pverty, Chrnic Stress, Self-Regulatin, and Cping. Child Dev Perspective, 7: Octber 9 - Class 10 (A) Assessment: Interventin Planning and Self Psychlgy Julie Ribaud presents (Sctt ding Character Dev. II with Julie Ribaud s class) Cper and Lesser, Chapters 6, 7 Knrad, S. C. (2013). Child-Centered Assessment, Child and Family Practice: A Relatinal Perspective 8

9 Sctt Weissman Octber 23 - Class 11 (M) Multicultural Practice/Preparing fr the Practitiner Rle Octber 23 - Class 12 (A) First Simulatin Sessin Octber 30 - Class 13 (M) Treatment Planning/Gal Setting Text, Chapter 12 Octber 30- Class 14 (A) Cre Interventin Strategies: Fcusing n Mtivatin and Slutins (Rich Tlman presents) Text, Chapter 13, 17, 18 (These chapters serve fr the interventin classes, classes Slutin Fcused Therapy Manual Nvember 6- Class 15 (M) Cre Interventin Strategies/Cgnitive Behaviral Appraches Readings 9

10 Sctt Weissman CANVAS Hayes, P., (2014), Guidelines fr the implementatin f culturally sensitive cgnitive behaviral therapy amng refugees and in glbal cntexts Perspective n the Adaptatin f CBT acrss Cultures, Australian Psychlgist, Vlume 49, Issue 1 Epp, A., Dbsn, K. (2009). Chapter 8; Applicatins f Individual Cgnitive-Behaviral Therapy t Specific Disrders: Efficacy and Indicatins in Textbk f Psychtherapeutic Treatments, Arlingtn, VA: American Psychiatric Publishing. Nvember 6- Class 16 (A) Child Therapy Julie Ribaud (Sctt des CBT fr Julie Ribaud s class) Knrad, S. C. (2013), Chapter 5, Therapeutic Cnversatins with Children Review Gengram symbls, check Class 17 (in CANVAS), Gengram Details Taffel Chap. 2 First Meeting Getting Teens t Talk (nt required) Chap. 3 The Fundatin What s Necessary t Build a Helping Relatinship with Teens (nt required) Nvember 13 - Class 17 (M) Family, Transgeneratinal, and Multi-Systemic Appraches I Readings (All readings fr Class 17/19 are included in the Files sectin f CANVAS fr Class 17. The Outline fr bth classes is als included fr Class 17) Kerr, M. E. (1988, 09). CHRONIC ANXIETY AND DEFINING A SELF. The Atlantic, 262, 35-37,40-44,46-48,50-58,4. Brwn, Neil D., & Samis, Michelle D. C. (1986/1987). The Applicatin f Structural Family Therapy in Develping the Binuclear Family. Mediatin Quarterly, n , Gldenberg, I., Gldenberg, H. (2000), Chapter 1, Adpting a Family Relatinship Framewrk, and Chapter 2, Family Develpment: Cntinuity and Change, In Family Therapy: An Overview (pp.3-43), Wadswrth/Thmsn Learning, Belmnt, Califrnia. 10

11 Sctt Weissman Text - Chapter 10 PLEASE NOTE: THERE ARE TWO UPLOADS IN CANVAS FOR TODAY WHICH GIVE VERY SPECIFIC INFORMATION ABOUT CREATING YOUR OWN GENOGRAMS - ONE GIVES SPECIFIC DIRECTIONS ABOUT INCORPORATING MULTI-CULTURAL IN- FORMATION Nvember 13 Class 18 (A) Simulatin 2 Nv Class 19 (M) Family Therapy Simulatins Readings Halevy, J. (1998) Gengram with an Attitude. Jurnal f Marital and Family Therapy, Vlume 24, N. 2. Text, Chapter 15 Readings Nv Class 20 (A) Family Therapy: Child/Parent Psychtherapy (Julie Ribaud presents) (Sctt ding Family I fr Julie Ribaud) Factrs that Supprt the Use f Child Parent Psychtherapy as an Interventin fr Child Parent Dyads Expsed t Pediatric Medical Traumatic Stress Ghsts in the Nursery - Selma Fraiberg Byng-Hall, J., The Crucial Rle f Attachment in Family Therapy, The Assciatin fr Family Therapy Published by Blackwell Publishing, 9600 Garsingtn Rad, Oxfrd OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. Jurnal f Family Therapy (2008) 30: Lieberman, Angels in the Nursery 11

12 Sctt Weissman Nv Class 21 (M) Narrative and Relatinal Psychtherapy (Julie Ribaud) Sctt ding Family II fr Julie (1 &1/2 hur) Readings Cper and Lesser, Chapters 8 and 11 Nvember 27 - Class 22 (A) Simulatin 3 December 4 - Class 23 (M) Mindfulness Interventins/Prcessing Simulatins Readings N utline fr tday since lecture is fairly simple Readings Text, Chapters 11, 16 December 4 - Class 24 (A) Grup Therapy Lecture (Rich Tlman presents) (Sctt ding Family I fr Rich s class) Alternative Readings (if yu want a break frm the text) - n Canvas 12

13 Sctt Weissman Tseland, R. W., Jnes, L. V. and Gellis, Z. D. (2004). Grup dynamics. In C. Garvin, L. M. Guitierrez, and M. J. Galinsky (Eds.). Handbk f Scial Wrk with Grups. New Yrk: Guilfrd. Pp Jacbs, E. E., Massn, R. L, and Harvill, R. L. (2009) Grup cunseling. Strategies and skills. Chapter 5. Getting started: The Beginning Stage and Beginning Phase. Pg December 11 - Class 25 (M) Grup Therapy Rle-plays (Rich Tlman presents) Sctt des Family II fr Rich s class Readings Text, Chapter 19 December 11 - Class 26 (A) Terminatin and Self Care CANVAS: Child Therapy: Terminatin 13

14 Sctt Weissman Curse Assignments In all assignments, yu will be graded n: Meeting parameters f assignment Clarity f thught, Effrt/ability t self-reflect, Demnstratin f scial wrk values related t empathy, strengths-based thinking, and client dignity, Insightfulness and clinical acuity (since this is a clinical curse, this is the area that tends t differentiate A papers frm thers) Integratin f reading materials int paper (if asked t reflect n the Readings) The ability t discern which aspects f use f self wuld be imprtant in assessment r interventin Writing Skill clarity, cherence, rganizatin, citatin (if necessary), grammatically strng - If yu chse t cite a surce fr ne f yur papers, please use APA 6 th editin style citatin. Please be aware that I will deduct pints fr pr writing skills including grammatical errrs. I encurage yu t use the Sweetland Writing Center if yu require writing assistance. GRADING I try t prvide clear, thughtful feedback that helps yu t deepen yur awareness f a number f pints - the prcess f wrking with thers, wh yu are in the wrk (i.e. what appear t be strengths and challenges fr yu), themes that arise in IP wrk, writing and cmmunicatin skills, etc. If I write r say smething that cnfuses r upsets yu, please make an appintment s we can discuss it! If I help yu deepen yur understanding f smething, that is helpful fr me t knw t. In the spirit f a lab experience that encurages yu t stretch and develp, grading will be mainly n a credit/n credit basis fr each assignment. If yu make a strng and timely effrt n each assignment, yu will d well in this class in terms f grading. Everyne starts with 95 pints. Students can lse pints by nt ding acceptable wrk and nt participating at an acceptable level. I will ccasinally award a bnus pint fr assignments that are exceptinally well-dne and fr exceptinal class participatin and cntributins. Yu will lse 1 pint fr the 1 st assignment that I judge as unacceptable. Yu may then resubmit the assignment in acceptable frm fr credit. If nt returned, yu will get n credit fr the assignment. Yu will lse 2 14

15 Sctt Weissman pints fr the 2 nd unacceptable assignment and 3 pints fr the 3 rd unacceptable assignment and s n. Yu will lse 1 pint fr a late assignment. An additinal pint reductin will be made when an assignment is mre than ne week late. Lnger than that, n credit will be earned fr the assignment. If an assignment is mre than ne week late, it will still be graded but will nt receive cmments. If an assignment is revised, and it is acceptable, yu will receive full credit but there will nt be additinal cmments Lse 1 pint fr a missed class. Upn 3 rd absence, 5 pint deductin fr each absence (including the 3rd). Unauthrized use f phnes r laptps deductin f 1 pint per ccurrence. Grading Scale: =A+; = A; 93= A =B+, =B, =B- 86= C+; 83-85= C;80-82= C- Belw 80; nt passing GENERAL NOTE: The DSM 5 is available nline: Yu will need t sign in n the library website if yu try and access the DSM when yu are ff-campus. Please keep in mind that these assignments are fr 2 classes, bth 521 and 511. Character Descriptins and Snapshts (Due: Oct. 2) Please answer the fllwing questins - n lnger than 1 page (this shuld be single spaced). Demgraphics - age, preferred prnun, wrk/educatin status Presenting Prblem Pssible DSM V diagnsis Ways client identifies Imprtant and relevant family infrmatin Imprtant and relevant Life circumstances 2. Please describe each f yur snapshts in n mre than 4-5 sentences. 15

16 Sctt Weissman Assignment 1: Develping yur client character (5-7 pages duble-spaced) Due: Oct. 16 (n class this day, still due at 9am) In this initial reflectin, cnsider what yu have learned during the actual prcess f develping yur character. 1. Please answer the fllwing questins - n lnger than 1 page (this shuld be single spaced. a. Demgraphics - age, preferred prnun, wrk/educatin status b. Presenting Prblem c. Pssible DSM V diagnsis d. Ways client identifies e. Imprtant and relevant family infrmatin f. Imprtant and relevant Life circumstances 2. Please uplad the vide that yu develped n the secnd client develpment day. 3. Detail and discuss the surces that yu used t develp yur client/character - memirs, mvies, clinical articles, etc Please be specific abut this, referencing at least 3 current articles that explre/examine either a DSM diagnsis r set f life circumstances which are relevant t yur client/character. Als, please be precise in cnnecting which examples frm yur articles, memirs, etc influenced and were useful in character develpment. 4. Cnsider what yu have learned abut yur character frm the classrm exercises and yur answers t the questins n the LifeScript/AAI and Gtham frms, paying particular attentin t issues f privilege and ppressin. 5. Incrprate a discussin f what persnal and prfessinal experiences yu called upn t develp yur client/character, bth respecting client cnfidentiality and nly sharing persnal material that yu feel cmfrtable sharing. We certainly welcme the kind f persnal reflectin that helps yu t integrate hw this character explratin impacts yu in yur persnal and prfessinal lives. Assignment 2: Prcessing Simulated Sessins via Anntatin Anntatin f 1 st Sessin: Due: (Oct. 30) Practice Fcus: Assessment Clinical Fcus: Empathic Respnding 16

17 Sctt Weissman Identify a blck f vide that illustrates a psitive prtin f yur wrk with the client Put a cmment at the start that says High water mark begin Put a cmment at the end that says High water mark end and discuss hw that segment represents effective practice skills. What strengths d yu identify in this prtin f the vide (This shuld all be incrprated int ne anntatin at the END f this segment. Label this anntatin - High water mark summary ) Identify a 5-10 minute blck f vide that illustrates a a pint f difficulty r less effective practice with the client Put a cmment at the start that says Lw water mark begin Put a cmment at the end that says Lw water mark end and discuss hw yu might have imprved n that segment. What areas f imprvement d yu identify in this prtin f the vide - set 3 gals fr yurself that yu can reflect upn when yu d yur secnd simulatin. Include these in an anntatin at the end f yur first vide anntatin (This shuld all be incrprated int ne anntatin at the END f this segment - Label this anntatin - lw water mark summary ) at least 10 examples f interview techniques used (see Lecture Ntes, Class 2, Text, Chapters 5, 6.) Label the technique yu used Discuss hw effectively yu used it culd be a star r a wish At the end f yur first vide anntatin add anntatins fr the fllwing: Label Anntatin: EMPATHIC RESPONDING: Des yur client feel UNDERSTOOD by yu? Why d yu think this is r is nt the case? D yur respnses accurately reflect the emtinal nuance f the client s cmmunicatins D yu use vice and intensity f expressin t reflect a finely attuned understanding f the client s mment by mment experiencing D yu cnnect current feelings t previus expressins r accurately identify patterns 17

18 Sctt Weissman ty? Hw well did yu address issues f privilege, ppressin r identi Anntatin f 2 nd sessin: Due: (Nv. 20) Practice Fcus: Treatment Planning and Gal-setting Clinical Fcus: Cllabratin and Partnership Identify a blck f vide that illustrates a psitive prtin f yur wrk with the client Label the start: High water mark begin Label the end: High water mark end Create an anntatin labelled - High Water mark end summary that discusses hw this segment represents effective practice skills and the strengths yu brught t the segment. Identify a 5-10 minute blck f vide that illustrates a a pint f difficulty r less effective practice with the client Label the start: Lw water mark begin Label the end: Lw water mark end and discuss hw yu might have imprved n that segment. Create an anntatin labelled - Lw Water mark end summary which identifies areas fr imprvement in this particular segment Thrughut the entirety the vide, mark at least 5 examples f interactins when yu are actively cllabrating with yur client, seeking client wisdm, client perspective Thrughut the entirety f the vide, use the fllwing labels t highlight wrk n the gals yu set after yur first client simulatin sessin Prgress -t shw where yu made sme prgress n yur interviewing gals. Needs Imprvement t highlight a place where yu see need fr sme imprvement. Give explanatins at thse anntatins. At the end f the anntatin, add fur anntatins with the fllwing labels: 1. Partnership and Cllabratins- Did yu acknwledge client curage, perseverance, success? Des the Client FEEL this acknwledgment frm yu? 18

19 Sctt Weissman 2. Key insights--what key things did yu learn by cmparing and cntrasting the tw interviews? 3. Gals fr next sessin--what gals d yu have fr yur interviewing skills in the next sessin? 4. Hw did issues f privilege r ppressin, and identity impact yur relatinship Anntatin 3: Due: (Dec. 4) Practice Fcus: Interventin Clinical Fcus: Deepening Partnership At the start f the vide, create an anntatin labeled: Interventin Plan. Briefly describe the interventin plan yu had fr this sessin. Briefly describe what yu actually did if it differed frm the plan? Identify a blck f vide that illustrates a psitive prtin f yur wrk with the client. Label the start: High water mark begin. Label the end: High water mark end and d a summary anntatin where yu discuss hw that segment represents effective practice skills. Identify a 5-10 minute blck f vide that illustrates a a pint f difficulty r less effective practice with the client. Label the start: Lw water mark begin. Label the end: Lw water mark end and d a summary anntatin where yu discuss hw yu might have imprved n that segment. Thrughut the entirety f the vide, mark at least 10 examples f interview/interventin techniques Label them with a descriptr f the interview r interventin technique used e.g. pen-ended questin, disputing dysfunctinal thughts, miracle questin. Thrughut the entirety f the vide, use the fllwing labels t highlight wrk n yur interviewing gals: Prgress -t shw where yu made sme prgress n yur interviewing gals. Needs Imprvement t highlight a place where yu see need fr sme imprvement. Give explanatins at thse anntatins. At the end f the vide, add anntatins with the fllwing labels: Interventin effectiveness: Overall, hw effectively yu implement the sessin? Plan fr next sessin: What wuld be yur plan fr yur next sessin? Plan fr nging wrk: What wuld be yur plan fr nging wrk with this client? Hw wuld yu cntinue wrk n current gals? What ther r new directins might be explred? 19

20 Sctt Weissman What additinal interventins might be tried (e.g. grup, family, ther mdels, etc.) Overall engagement: Overall, hw well did yu engage the client, cntribute t the client s mtivatin, and help them set apprpriate gals? Client empwerment: Describe yur effrts t address pwer dynamics in yur wrk? What did yu t balance pwer f wrker rle? What did yu d maximize client empwerment? Ethical issues: What ethical issues, if any, arse in yur wrk with this client? Hw were they addressed? Hw did issues f privilege r ppressin, and identity impact yur relatinship? Assignment 3: Writing a Prfessinal Assessment (Due: Nv. 27) Part 1: Write an assessment f yur simulated client, using the assessment utline we used in class during the first Assessment lecture fr Class 3. That frm and a sample assessment paper ( valerie, example assessment ) are available in the Files sectin fr Class 3. Please d this in n lnger than 4 single-space pages. Yu d NOT need t use the same level f detail as in the Valerie example - the example shuld, hwever, make clear hw t respnd t all the areas that yu are expected t cver in the assessment. And, please incrprate an Interventin Plan: Three beginning gals with tw bjectives each (nte that the bjectives shuld assist in achieving gals) What interventin techniques, mdels will yu apply in the third sessin? Specify what mdel yu chse and why yu think it s apprpriate fr this client at this time. Give sme detail abut hw yu plan t implement the interventin in the sessin (but beware that yu may have an agenda in mind that des nt fit where yur client is fr that sessin, s dn t feel wedded t yur agenda) A Guide t Writing yur Assessment: Befre beginning t write, it is imprtant t reflect n what yu have learned abut yur client: Examine risk and prtective factrs 20

21 Sctt Weissman Explre cnnectins amng factrs with awareness f which nes are bvius r based n facts and which are mre speculative and hypthetical (i.e. A Lgical Educated Guess (LEG) d yu have a LEG t stand n?) Write the case frmulatin in narrative/stry frm using the steps abve Edit fr clarity and bjectivity In the clinical case frmulatin summary: Avid statements that might be ffensive t the client and/r family Emphasize strengths and vulnerabilities/challenges related t the presenting issues Address the varius dmains nted (Bilgical, Psychlgical, Scial, Relatinal, and Cultural/Spiritual) Stay descriptive vs. evaluative Make sure recmmendatins are clear, cncise and practical Be brief Part 2: Reflectin and integratin In 2-3 duble-spaced pages, and in narrative frm, reflect n the experience. Sme questins t guide yu (but yu are nt limited by them): What skills did yu use t frm an alliance what was the result? What experiential, cultural r spiritual values may have clred yur perspective? What areas f transference r cuntertransference might yu anticipate? What reactins did yu have t the prcess, the client, the cntent and/r the assignment? What are yu key take-aways r aha s frm this assignment Assignment 4: Final Reflectin (Due Final Day f Class) A. Client Rle Reflectin What did yu learn frm the client rle? Frm the client life yur simulated Abut interventin Abut yurself Please be sure t share any cncerns r difficulties yu experienced in carrying ut the simulatin as a client. 21

22 Sctt Weissman B. Practitiner rle reflectin In what ways did the simulated client wrk in specific, cntribute t yur develpment as a scial wrker this semester? What issues arse fr yu as a practitiner that cntributed t hw yu managed yur relatinship with this client? Hw did scial identities impact yur wrk with this client? C. Lab verall In what ways did the lab verall cntribute t yur develpment as a scial wrker this semester? Lking back n the entire semester, what are yur stars and wishes fr the 511 methds lab experience: Fcus n what yu did and what yu culd have dne t make it a gd learning experience fr yurself Fcus als n what yur peers and yur instructr did and culd have dne t make it a gd learning experience fr yu. Hw did this class integrate with yur ther class wrk fr the semester? Any ther final reflectins 22