Social Science SOCW 6101 WEEK 8 ENGAGEMENT ROLE-PLAY, PART 2 REPORT ASSIGNMENT

Research Requirement:

PLEASE SEE ATTACHMENTS SOCW6101WEEK8ENGAGEMENTROLEPART2ASSIGNMENTINSTRUCTIONS.docx ENGAGEMENT ROLE-PLAY, PART 2 After you demonstrate skills related to engagement in Assignment 1 through your Engagement Role-Play, you provide a brief report of the overall experience in this assignment. TO PREPARE Complete the Engagement Role-Play detailed in Week 8 Assignment 1 COMPLETED PART 2: Engagement Role-Play Report SEE DETAIL INSTRUCTIONS BELOW In 1–2 pages, provide: ANSWER THE 7 QUESTIONS BELOW I ATTACHED A STUDENT PAPER TO BE USED AS A GUIDE ONLY PLEASE FIND… 1. A description of the fictional agency setting and types of services provided at this agency 2. A description of the client system (depending on the client scenario you selected—micro, mezzo, or macro) 3. An explanation of the presenting concern 4. A description of the client session scene in which you implement the GIM step and practice skills you have selected for working with this client system 5. A description of the techniques you used to implement the GIM step and the practice skills you selected for the client interaction that occurs between you, as the social work intern, and the client(s) 6. A description of the visual cues or non-verbal communication that both the social worker and the client exhibited during the interaction that support the GIM step and practice skills you selected 7. An identification of specific practice techniques/skills demonstrated SOCW6101WEEK8PART1ENGAGEMENTROLEPLAYASSIGNMENTINSTRUCTIONS.docx ENGAGEMENT ROLE-PLAY, PART 1 THIS HAS BEEN COMPLETED BUT YOU WILL STILL NEED TO READ ALL OF IT ESPECIALLY THE HIGHLIGHTED PART TO UNDERSTAND HOW TO PUT THE ASSIGNMENT TOGETHER FOR PART 2 Practicing your social work skills through a role-play scenario is an essential part of a social work education. This is an opportunity to learn before interacting with vulnerable clients and unintentionally causing harm. Role-play assists you in identifying the areas where you are strong, as well as the areas where you might need improvement. In this two-part Assignment, you demonstrate skills related to engagement. You are encouraged to practice your engagement skills before recording yourself because practice encourages improvement. However, the video is not expected to be a perfect recording. Real life is not as polished as it may appear in film or television. Stumbling over a word or having to clarify a sentence is a place to demonstrate genuineness and warmth. The goal of recording yourself is to demonstrate current practice skills. You share your video with colleagues in order to have opportunities to learn from one another over the next few weeks. It is now time to record your role-play scenario! RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. TO PREPARE Choose a scenario from the list below. Use this scenario to establish the client system for the role-play. That is, the client in the role-play takes on the role identified in the scenario. Client Sara, age 26, is a working mother of three who relies on child support payments. Child support payments have not been paid, and she is at risk of losing her job. She is in a tough spot, and she is coming to you for support. Client Judy, age 76, is being admitted to an inpatient hospice care center. Her son and grandson are her only family. As a social worker for this family, you must help the patient and family address end-of-life issues. Client David, a 12-year-old student in the seventh grade, has come to you as the school social worker to report a bullying incident. David has ADHD and struggles to connect with other students. Submit an Engagement Role-Play Video and submit the Engagement Role-Play Report. The directions for Part 1 of this Assignment are described below. PART 1: Engagement Role-Play Video (4–6 minutes) Record a role-play video that demonstrates engagement skills. You take on the role of the social worker, while a friend, family member, or colleague takes on the role of the client. Although this is a role-play scenario, you should demonstrate your professionalism in demeanor, appearance, and behavior. Please dress professionally and ensure you have a quiet place to record without interruptions. Your video role-play should include: A demonstration of the interaction between you, as the social work intern, and the client based on the scenario you selected that reflects the Engagement step in the Generalist Intervention Model. The scene should include the following: A demonstration of effective attending skills A discussion of agency services and client expectations A decision of whether or not the agency and worker can help An offer of agency and worker services to the client An orientation for the client to the helping process, including: A discussion of confidentiality A discussion of a social work intern’s role To ensure accessibility for your peers, please use the closed caption function available in the Kaltura Media player. Your video will be captioned automatically about an hour after it is been uploaded. Be sure to edit the closed caption function to ensure accuracy. SOCW6101WEEK8ROLE-PLAYVIDEOSCRIPTPART1.docx THIS ROLE-PLAY VIDEO PART 1 HAS BEEN COMPLETED BELOW IS WHAT I USED TO COMPLETE THE ROLE-PLAY VIDEO SO YOU WILL USE ALL OF THIS WRITTEN-OUT ROLE-PLAY BELOW TO COMPLETE THE ASSIGNMENT FOR PART 2 WHICH YOU WILL FIND IN THE ATTACHMENTS I HAVE PROVIDED. YOU WILL ALSO FIND THE PART 2 SAMPLE PAPER OF ANOTHER STUDENT THAT YOU CAN USE AS A GUIDE TO HELP YOU PUT THIS ASSIGNMENT TOGETHER. MAKE SURE YOU READ EVERYTHING TO UNDERSTAND WHAT NEEDS TO BE COMPLETED. Social Worker: Hello, David. I'm JR, a social worker intern at Safe Havens Inc. How's your day going? David: Good, how are you? Social Worker: Doing well, thank you. Before we get started, I’m going to go over some confidentiality forms. The forms state that whatever we talk about stays between me and you, it will not leave this room. If you would take a moment to read through the forms and sign and if you have any questions about it let me know. Ok, let’s move on. I'm here to assist with any challenges or difficulties you might be facing. Mind if I take a few notes? David: That's fine. Social Worker: Have you visited our center before, or is this your first time seeking support? David: No, I haven't been here before. Social Worker: Alright. Is this your first time talking to a social worker intern? David: Yes, it is. Social Worker: Great. Today, my goal is to understand what you're struggling with and why you came in. Then, we'll discuss the next steps to address your concerns. Our sessions typically run for about 1 hour. David: Okay. Social Worker: So, tell me a bit about what brought you here today. David: I've been feeling sad. Social Worker: I'm sorry to hear that. Is there a specific reason causing these feelings? David: Kids at school have been mean, bullying me by calling names and making fun of what I wear. Social Worker: That sounds tough. What actions have you taken in response to the bullying? Have you talked to anyone about it? David: I've told them to leave me alone and informed the teacher. Social Worker: It's important that you're standing up for yourself. Now, you mentioned feeling depressed. Can you elaborate on that? What kind of emotions are you experiencing? David: I feel sad, and it's affecting me. I even consider changing schools. Social Worker: I understand. What does a typical day look like for you? David: I wake up, have breakfast, take the bus, and go to school. Social Worker: Who do you live with? David: My grandparents adopted me after my mom passed away. Social Worker: I'm sorry for your loss. Are they supportive? David: Yes, they provide everything I need and support me in reaching my goals. Social Worker: That's good to hear. Do you have friends outside of school? David: Yes, I'm close to my cousins and church family. Social Worker: Are they supportive as well? David: Yes, they are. Social Worker: Have you considered seeing a counselor for your depression? David: No, I haven't. Social Worker: There are counselors who specialize in helping individuals facing bullying. They can provide solutions to address it. David: I'm willing to try anything to improve my situation. Social Worker: Great. We'll work on the necessary paperwork during our next visit, and I'll also make a referral for you to see a grief counselor. David: Okay. Social Worker: It was nice meeting you, David. I look forward to our next session. David: Thank you. I'm looking forward to it too. SOCW_6101_WEEK_8_ASSIGNMENT_PART_2.docxEXAMPLEPAPERONLY.pdf 1. A description of the fictional agency setting and types of services provided at this agency for child bullying This fictional agencies name is "We Care". This agency is involved in providing various services such as: Support Kids Who are Bullied, Address Bullying Behavior, Support Bystanders Who Witness Bullying. They have a holistic approach since all kids involved in bullying—whether they are bullied, bully others, or see bullying—can be affected. It is important to support all kids involved to make sure the bullying doesn't continue and effects can be minimized. We Care provide support services to schools, parents and to Police. They also extended their services to include cyber bullying. 2. A description of the client system (micro, mezzo, or macro) for bullying The microsystem is the most influential level of the ecological systems theory. This is the most immediate environmental settings containing the developing child, such as family and school. Here the client who was bullied, reported that it is in the school setting i.e her micro system. According to Bronfenbrenner the environment of the child is a nested arrangement of structures, each contained within the next. These include microsystem, mesosystem, exosystem, macrosystem and the chronosystem. Schools, peers, parents, teachers all belongs to the microsystem which exerts the most influence on the child. 3. An explanation of the presenting concern (bullying) Bullies prey on kids who stand out or who struggle with social skills. Too often, children with ADHD and Autism fall victim — and some are even guilty of bullying themselves. Sometimes, kids' attention deficit disorder symptoms — hyperactivity, impulsivity, weak social skills — put them at greater risk for bullying. They often feels powerless when the teasing and torment take place at school. The biggest problem for kids with ADHD is accurately reading social cues. Kids have to tune into the world around them, interpret behavior, and then respond appropriately — a tough task. Kids often hide or won't mention bullying. This is very dangerous as it hurts their self esteem and confidence. But there are ways to intervene to squash this behavior once and for all — whether the child is being bullied or doing the bullying. 4. A description of the client session scene in which you implement the GIM step and practice skills you have selected for working with this client system Generalist intervention model (GIM) is a multilevel approach that allows social workers to work within a variety of environments, whether it be on a micro, mezzo, or macro level. This Seven step process involve: Engagement: This stage is the first interaction between the social worker and the This study source was downloaded by 100000800531006 from CourseHero.com on 01-14-2024 13:40:39 GMT -06:00 https://www.coursehero.com/file/96431966/SOCW-6101-WEEK-8-ASSIGNMENT-PART-2docx/ client. It lasted for an hour, it was a friendly interaction. This was mainly intended to establish a level of trust. Assessment : Mainly this phase focus on developing interventions based on the information shared by the client. During the interaction various strengths with the client were closely observed and assessed. Missing information is also gathered so a clear picture can be painted in order to begin establishing an action plan for change. Regular interaction was maintained at different social contexts in order to facilitate this. Planning and Implementation: Planning and implementing stages of the Generalist Intervention Model, focuses on developing a plan with the client in order to accomplish goals that work to resolve the targeted issues. Specific actions and objectives are created in order for the goals to become more attainable. A contract was also drafted in order to ensure that the goals and objectives are clear, concise, and easily understood by both parties. The areas focused here are to address some specific issues identified with the client such as like many other ADHD kids the client is also impatient and not wait their turn during games. The child at sometimes boss around other children and miss social cues that let them know when a friend is bored or annoyed. This made the client difficult to maintain close friendships and are harder to maintain. This earned the child many negative reputations — for being aggressive or just odd among peer groups at school or other places. Thus the intervention was designed in such a way that this includes peers and teachers. In the school setting and in other play settings few same aged children were identified with the help of teachers to provide support to the child at all times at school or ground. Also designed structured activities which are short and interesting tasks to the client to engage and have fun with and also develop friendsin the process. Another intervention was aimed at horning sports skills. Practicing good sportsmanship will help the child to learn how to be a gracious winner and a graceful loser by playing board games such as SORRY, which are relatively brief and easy to learn. These games can give children a taste of winning and losing before they encounter those experiences with peers. 5. A description of the techniques you used to implement the GIM step and the practice skills you selected for the client interaction that occurs between you, as the social work intern, and the client(s) The areas focused here are to address some specific issues identified with the client such as like many other ADHD kids the client is also impatient and not wait their turn during games. The child at sometimes boss around other children and miss social cues that let them know when a friend is bored or annoyed. This made the client difficult to maintain close friendships and are harder to maintain. This earned the child many negative reputations — for being aggressive or just odd among peer groups at school or other places. This study source was downloaded by 100000800531006 from CourseHero.com on 01-14-2024 13:40:39 GMT -06:00 https://www.coursehero.com/file/96431966/SOCW-6101-WEEK-8-ASSIGNMENT-PART-2docx/ Thus the intervention was designed in such a way that this includes peers and teachers. In the school setting and in other play settings few same aged children were identified with the help of teachers to provide support to the child at all times at school or ground. Also designed structured activities which are short and interesting tasks to the client to engage and have fun with and also develop friendsin the process. Another intervention was aimed at horning sports skills. Practicing good sportsmanship will help the child to learn how to be a gracious winner and a graceful loser by playing board games such as SORRY, which are relatively brief and easy to learn. These games can give children a taste of winning and losing before they encounter those experiences with peers. 6. A description of the visual cues or non-verbal communication that both the social worker and the client exhibited during the interaction that support the GIM step and practice skills you selected Some of the nonverbal cues that supported the process are : Maintaining regular eye contact, Positive vocal tone, keep listening to the client with an unconditional positive regard, Expressing kindness or professionalism through touch, Displaying engaging facial expressions, Providing enough space to maintain a conversation. Expressing genuine concern for the problems of the client through eye contact and facial feed backs. 7. An identification of specific practice techniques/skills demonstrated for bullying Earlier the client was increasingly withdrawn and uninterested in seeing friends. But major changes happened over the interventions . The comfort the client gained in the supportive close group developed as part of the intervention, helped the client to deal with social situations involving less familiar friends in a more confident manner. The client also seems to be more interested in studies and participating in social activities like games and birthday parties. Explanation: Reference https://www.stopbullying.gov/prevention/support-kids-involved https://www.everydayhealth.com/add-adhd/strategies-to-beat-bullying-in-adhd- kids.aspx https://pubmed.ncbi.nlm.nih.gov/18177412/ This study source was downloaded by 100000800531006 from CourseHero.com on 01-14-2024 13:40:39 GMT -06:00 https://www.coursehero.com/file/96431966/SOCW-6101-WEEK-8-ASSIGNMENT-PART-2docx/ Powered by TCPDF (www.tcpdf.org)