Attached is a presentation about a six-step decision-making model. Read the attached information and use it and the information you have learned through your Ethical Lens Inventory to analyze the following situation:

You are going out to dinner with friends when you see three student-athletes from your school talking with someone who has been known to distribute PEDs.  Before you can call out to the student-athletes you see each of them give this person money and receive a bag of some sort.  You cannot tell what’s inside the bags, and everyone disperses before you have a chance to do or say anything.  You don’t think the student-athletes saw you so you head into the restaurant. 

Based on your current or chosen career path, you are employed at the school as one of the following: athletic trainer, sports information director, head coach, strength and conditioning coach, compliance director, or athletic director.  

The first paragraph of your response should describe your position at the school, and the size, and level (collegiate, high school, etc.) of the school. Be creative when naming the institution, and people involved! 🙂

Use the decision-making model outlined in the attachment, along with the knowledge you’ve gained through the Ethical Lens Inventory, to provide an analysis and summation of the situation. You need to provide at least five objectives and criteria (step two) and five alternatives (step three).  What you present should be broken down into the six steps as defined as opposed to presenting it in a narrative format. Be sure to clearly present your preferred decision and how you plan to implement that decision.

Week 1: Engagement—Part 1

Important Note: Please use the media player below to hear an audio course introduction that will give you more background information about the course topic. Also provided is a transcript for you to download and print out.

Laureate Education (Producer). (2013). Engagement [Audio file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 1 minute.

Accessible player –Downloads–Download AudioDownload Transcript

Learning Objectives

Students will:

• Analyze field education experience
• Analyze engagement in field education experience

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 2, “Implementing a Learning Plan” (pp. 12-27)

Gerdes, K. E., & Segal, E. (2011). Importance of empathy for social work practice: Integrating new science. Social Work, 56(2), 141–148.

Murdach, A. D. (2011). What happened to self-determination? Social Work, 56(4), 371–373.

Required Media

Laureate Education (Producer). (2013). Engagement [Audio file]. Retrieved from https://class.waldenu.edu
Note: This audio introduction is located in the Introduction section. The approximate length of this media piece is 1 minute.

Optional Resources

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

Assignment: Week 1 Blog

You will have 11 blog assignments where you post your responses to blog prompts on social work field education experiences, and respond to three other colleagues regarding their blog posts each week. The topics covered in each week’s resources will inform the topics of the blog posts.

Refer to the topics covered in this week’s resources, and incorporate them into your blog.

By Day 3

Post a blog post that includes:

• A description of your field education experience to include an explanation of your agency, the types of social services offered, and the population groups or clientele served by your agency
• An explanation of how engagement occurs in your field education experience

Respones

Chastity

 

My field education placement’s name is Living Bridges Ministry. The agency is located in Valdosta, Georgia. The purpose of the agency is to be a community outreach facility in the area for those who are experiencing stability struggles. The agency is religiously based but serves through many non-religious measures as well. Some of the social services that our agency provides are clothing assistance, community referrals for utility and housing/shelter needs, and classes regarding financial literacy. The population that the agency serves is primarily low-income and homeless men, women, children, and families together. The agency has a policy that no one is turned away for services and this allows the agency to serve a wide population.

Engagement is an occurrence that is not rare in my field placement agency. Due to the population served, the staff of our center engages with a variety of clients daily. According to Garthwait, C.L., (2017), Social workers are expected to be knowledgable in general competencies in relation to social work practice (Garthwait, C.L., 2017). My field placement engages with clients face to face as soon as they come into our agency. One of the first ways is when we ask them to complete the intake form that is a requirement of receiving our services. When we ask the client’s questions or determine that they need services or further referrals, we engage with them privately to ensure they can receive that assistance. When our staff engages with a client regardless of the situation that may bring them to our agency we are sure to show empathy for their situation during the engagement process. According to Gerdes & Segal, (2011), social workers that show and practice skills in empathy are more likely to be more effective practitioners and can balance their roles better (Gerdes & Segal, 2011). An important part of making the client feel that social workers and other staff are practicing active listening is to display empathy for their situation and problem.

References

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson. Chapter 2, “Implementing a Learning Plan” (pp. 12-27)

Gerdes, K. E., & Segal, E. (2011). Importance of empathy for social work practice: Integrating new science. Social Work, 56(2), 141-148.

Week 1 Blog

Noelia Antonio  at Monday, November 25, 2019 2:57:47 PM

My field education experience is currently taking place at Catholic Community Services (CCS). CCS is subcontracted through the Department of Human Services. CCS’ goals is to preserve and stabilize children in their home, provide reunification if they are in placement, and going through the permanency process if those two initial goals cannot be completed. CCS also provides resources to families and individuals within the community such as holding back to school events, coat drives and parent cafes, which is intended for parents within the community to have somewhere to go for social supports as well as find other supports within the community. CCS’ population is families and children primarily located in the Northeastern section of Philadelphia (Catholic Community Services, 2019).

In my field education experience, engagement occurs in various ways. There is a team specifically created for engagement, known as the community engagement team. This team works tirelessly to find ways to adequately engage not only members of the community, but the individuals that are serviced through CCS. Forms of engagement include holding classes such as parenting classes, which can take various forms such as incorporating painting or planting. CCS works with stakeholders to gain connections within the neighborhoods in event or fundraising planning in order to provide engagement within the community and its members.

References:

Catholic Community Services. (2019). Retrieved from http://ccs-cua.org/

 Comments: 2NewCOMMENT

Assignment: Week 1 Blog

Posted by   Allison Stewart  at Sunday, November 24, 2019 3:31:42 AM

SOCW 6510: Social Work Field Education II

• A description of your field education experience to include an explanation of your agency, the types of social services offered, and the population groups or clientele served by your agency.

My field education experience at the Boys & Girls Clubs Milton Road Charlotte, NC. as an intern, there and  what I’m learning are: skills in using the senses of listening, talking, observing, understanding, and expressing feelings in  helping a youth the ability to recognize and challenge their potential by building rapport in helping a youth  with their homework and or reading to  reflect and analysis. Also, as a Social worker intern, using genuineness to promote trust and openness.

The type of social services the Boys & Girls Club offer are programs such as: Career development, Character & Leadership, and Health & Wellness

These programs are designed to empower youth to excel in school, to become good citizens, and lead healthy productive lives. The Boys & Girls club Milton Road, Charlotte, NC and the population groups or clientele served by the agency uniquely caters to the community.

Therefore, not only do the Salvation Army Boys & Girl Club serve youth in this communities on Milton Road; there are other agencies of Boys & Girls club within the Charlotte, NC metro areas  that  also provides services to promote health, physical, social, educational, vocational and character development. These ages group are: 6-9, 10- 12, 13- 15 and 16+ years.

An explanation of how engagement occurs in your field education experience.

According to our reading, Garthwait, C. L. (2017). Chapter 5 (p.56). discusses “to engage clients enough that they will begin to trust the social worker and participate somewhat openly in the assessment process”

As an intern student by following this guideline helped me to interact with the youth. First building rapport, respect, and allowing adequate time for the youth to interact with me. It is then when the youth knows I am being genuine towards their needs.

References:

https://www.bgca.org/about-us/careers/national-staff/why-work-with-BGCA

https://www.bgca.net/TEENS

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson Chapter 5 (p.56).  “Communication”.