Identify the areas that should be addressed in an intervention based on his or her developmental stage. Describe how you might address those areas.

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Understanding an adolescent’s behavior can be at times elusive and even frustrating. Due to the multiple aspects of the developmental tasks during these years, it can be at times quite challenging to clearly define the issue(s) at hand. Assessment during this stage will include an evaluation of whether an adolescent’s actions are indicative of unhealthy behavior or merely representative of being an adolescent. A comprehensive assessment that includes an evaluation of the client’s developmental stage is a priority when working with this age group.

For this Discussion, choose the opposite case from Discussion 1 and use Erikson’s developmental theory.

Post an assessment of whether the client is mastering the stage of identity. Identify the areas that should be addressed in an intervention based on his or her developmental stage. Describe how you might address those areas.

Support your posts with specific references to this week’s resources. Be sure to provide full APA citations for your references

 

Required Readings

Dubois-Comtois, K., Cyr, C., Pascuzzo, K., Lessard, M., & Poulin, C. (2013). Attachment theory in clinical work with adolescents. Journal of Child & Adolescent Behavior, 1(111). Retrieved from https://pdfs.semanticscholar.org/9480/3effa5ae0e44ccf80f0287be7cdbceacdb92.pdf

Gross, J. T., Stern, J. A., Brett, B. E., & Cassidy, J. (2017). The multifaceted nature of prosocial behavior in children: Links with attachment theory and research. Social Development, 26, 661-678. Retrieved from https://www.researchgate.net/profile/Jacquelyn_Gross/publication/316669350_The_multifaceted_nature_of_prosocial_behavior_in_children_Links_with_attachment_theory_and_research/links/5a936593aca272140565ccf2/The-multifaceted-nature-of-prosocial-behavior-in-children-Links-with-attachment-theory-and-research.pdf

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Bradley Family (pp. 17–19)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Working With Families: The Case of Brady (pp. 26–28)

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.

Withers, M. C., McWey, L. M., & Lucier-Greer, M. (2016). Parent–Adolescent Relationship Factors and Adolescent Outcomes Among High-Risk Families. Family Relations, 65(5), 661-672.
Retrieved from Walden Library databases.

Required Media

Sprouts. (2017, April 23). 8 stages of development by Erik Erikson [Video file]. Retrieved from https://www.youtube.com/watch?v=aYCBdZLCDBQ&feature=youtu.be

The School of Life. (2015, March). Psychotherapy-John Bowlby [Video file]. Retrieved from https://www.youtube.com/watch?v=3LM0nE81mIE

TEDxYouth. (2013, February 12). Insight into the teenage brain: Adrianna Galvan

. Retrieved from https://www.youtube.com/watch?v=LWUkW4s3XxY

Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Explain your interpretation of what occurred in the dialogue, including social work practice or theories, and explain how it might relate to assessment covered this week.

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A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.

For this Assignment, you will submit a process recording of your field education experiences specific to this week.

The Assignment: (2–4 pages)

  • Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
  • Explain your interpretation of what occurred in the dialogue, including social work practice or theories, and explain how it might relate to assessment covered this week.
  • Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
  • Explain how you applied social work practice skills when performing the activities during your process recording.

Submit your Assignment.

Note: You should also share your process recordings with your field instructor during your individual supervision.

Note: Adherence to confidentiality is required in your process recordings. Do not include real names of clients, supervisors, or social workers with whom you may come into contact during your social work field education experience. Omit any personal identifiers when detailing the interaction with your social work clients.

Explain. What policy advocacy approaches and skills can you use to address the problem with political leaders? What are the social justice implications of your approach?

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Managing public opinion and understanding the balance between its influence and your advocacy goals is a delicate matter. It is a task fraught with uncertainty because, as a policy advocate, you must navigate through the territory of politicians, bureaucrats, and lobbyists whose primary goals are to appease and please their constituents.

In this Discussion, you select a social problem that is of interest to you and identify how public opinion influences the process and political approaches involved in addressing that social problem.

To prepare: Refer to your Week 2 Small Group Discussion Forum for ideas.

Post a description of the importance of public opinion in addressing the social problem you have selected. How does public opinion influence political approaches to the problem? Explain. What policy advocacy approaches and skills can you use to address the problem with political leaders? What are the social justice implications of your approach?

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

 

Required Readings

SOCW 6361 Webliography
These websites will be required throughout the semester. Become familiar with these websites, especially when doing research for your assignments.

Burns, J. C., Paul, P. D., & Paz, S. R. (2012). Participatory asset mapping: A community research lab toolkit. Retrieved from http://www.communityscience.com/knowledge4equity/AssetMappingToolkit.pdf

Community Toolbox. (2016). 2. Assessing community needs and resources. Retrieved from http://ctb.ku.edu/en/assessing-community-needs-and-resources

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice. (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.
Chapter 4, “Understanding the Ecology of Policy in Government, Electoral, Community, and Agency Settings” (pp. 100–140)

Rome, S. H., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

Optional Resources

MSW home page
Use this link to access the MSW home page, which provides resources for your social work program.

Analyze the key strengths of the community that give the community resilience and the potential for overcoming the problem.

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The purpose of this assignment is to broaden your understanding of a community, develop analytical skills regarding communities in relation to specific populations and their needs, and to better plan and develop interventions to address issues and problems facing the community.

This assignment has three parts: Part I Understanding Your Community, where you will consider the current demographics of the community and analyze how that has changed over the past 20 years; Part II Community Assessment, where you assess your community and a problem within your community; and Part III Community Action Plan, where you develop a specific action plan to address the problem you identified. As you reflect on the learning resources and concepts from Weeks 1-4, be sure to explain what you have learned about the policy’s effect on various groups. Consider how will this knowledge assist you with your community action plan.

By Day 7

Submit a 4-6 page paper. The paper needs to be well-researched and written using APA guidelines. Data should come from at least five sources.

Part I: Understanding your Community
  • Analyze how your community has changed over the past 20 years. Use policy and community concepts and theories from the learning resources to support your analysis.
  • Describe your community, using research and statistics to describe socio-demographic make-up. (For example: How many persons live in the city and/or in the town? What were/are their cultural/racial characteristics? What were/are their incomes, ages, political affiliations, etc.?)
Part II: Community Assessment
  • Describe a problem that the community is currently experiencing.
    • Assess the duration, intensity, and frequency of the problem.
    • Analyze the probable etiology of the problem, supporting your analysis with resources.
  • Analyze the key elements and characteristics of the community that make it vulnerable to this problem.
  • Analyze the key strengths of the community that give the community resilience and the potential for overcoming the problem.
  • Identify major institutions (e.g., schools, factories, churches, attraction sites, etc.) and explain how these institutions contribute to or inhibit the community’s ability to address the problem?
  • Explain which groups are most affected by the problem.
Part III: Community & Policy Action Plan
  • Describe your proposed plan for community change.
  • Explain the strategies and tactics you would you use to bring about change. Consider if you would need multiple strategies, and if so, explain which strategy would be used for each target.
  • Explain any policies that may influence the ability, either supportive or prohibitive, to influence proposed community change.
  • Explain what policies would need to be in place to ensure proposed plans are sustainable.