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Read the following scenario that you’ll use as the basis for this assessment:
You are a social worker responsible for providing academic, emotional, and behavioral support for students enrolled in a community summer program. The program offers a range of academic courses in a structured educational environment. Students can explore academic interests, engage in hands-on learning experiences, and participate in extracurricular activities, such as sports, performing arts, community projects, and leadership development. The most compelling benefit of the program is that students can earn credit for high school classes.
Jasmine (13 years old) and Maya (12 years old) Waters are sisters who are enrolled in the program. Jasmine excels in the program and demonstrates remarkable self-discipline to complete her activities. She has taken advantage of several opportunities in the program and the program facilitators have commended her for her focus and efforts. They have even submitted an application on her behalf to be placed in a more advanced summer program next year. However, Maya has been struggling to find value in the program. The program facilitators note that Maya regularly completes program activities with a poor attitude and is often disciplined for engaging in disruptive or disrespectful behavior.
You have been asked to speak with the sisters’ parents to inform them that Maya will be asked to leave the program if the misbehavior continues. After speaking with Mr. and Mrs. Waters, you learn they are very concerned about Maya and share some of her risky behaviors they have observed at home. For example, Maya has been sneaking around to spend time with a much older boyfriend, despite her parents’ attempts to keep her away from him. Mr. and Mrs. Waters report they have seen inappropriate text messages and photos between Maya and her boyfriend. Maya seems highly focused on her boyfriend and shows increasing disinterest in her friends and family.
The parents are desperate for Maya to stay in the program and state that because Jasmine is very protective of Maya, Jasmine will certainly leave the program if Maya is asked to leave the program. Additionally, Maya struggles academically and her parents were hoping the program could help her be more successful throughout the school year. Both parents work long hours and are unable to afford supervision during the summer. They rely on the program to provide a structured and productive routine for their daughters.
As the social worker, you must navigate this situation and support the family’s needs by developing interventions that ensure the success and well-being of all involved.
Recording and Collaboration Preparation
Complete the following tasks in preparation for the technology, collaboration, and deliverable requirement components:
Review the assigned textbook readings from SWRK/403: Social Work Practice: Intervene, which are located in the Wks 1 and 2 Learning Activities folders, as needed.
Brainstorm and develop a scriipt or outline for your recorded session with your assigned partner(s). This role-play video is not intended to be a real social work session; rather, it is an opportunity for you and your partner to practice basic social work skills. Determine and address the following:
What issue(s) will the client present to you (the social worker)?
How is the issue related to a family issue or concern?
What is the professional and/or ethical intervention strategy the social worker will exemplify?
How will you demonstrate a professional and/or ethical intervention? Note: You may wish to incorporate a professional and ethical dilemma the social worker must address or navigate.
I am not worried about the video.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

For this scenario, your role as a social worker is crucial in balancing the family’s concerns with the need to address Maya’s risky behaviors and academic struggles. Here’s a suggested outline and approach to handle this situation effectively:

Script/Outline for the Recorded Session:

Introduction and Establishing Rapport (Opening)

1. Introduce Yourself and Set a Comfortable Tone:
   • Greet Mr. and Mrs. Waters warmly, thanking them for meeting with you.
   • Acknowledge the difficulty of the situation and their concerns about Maya.
   • Use active listening skills to make the parents feel heard and validated.

   Example: “I know this is a tough conversation for you both, and I want you to know that I’m here to help navigate through this together. I’m glad we’re having this conversation about Maya and Jasmine’s time in the program.”

Identifying the Core Issues

2. Clarify the Presenting Issues:
   • Address the specific issue of Maya’s misbehavior in the program and the potential consequence of being asked to leave.
   • Acknowledge Jasmine’s positive experience but also gently pivot to Maya’s struggles and how they impact her ability to succeed.

   Example: “Maya has shown some difficulty adjusting to the structure of the program, and I understand there are concerns at home regarding her relationship and academic performance. It’s important that we address these in a way that helps her succeed both in the program and at home.”

Discussing Maya’s Risky Behaviors and Family Dynamics

3. Address the Family Concerns:
   • Use an empathic approach to explore the parents’ observations about Maya’s behavior outside of the program, specifically regarding her relationship with an older boyfriend.
   • Emphasize the need to address both Maya’s behavior and academic struggles in a manner that doesn’t escalate the situation.

   Example: “I understand your concern about Maya spending time with her older boyfriend, especially since you’ve noticed some concerning behaviors like inappropriate texts and photos. This can be a sign of her struggles, and it’s vital we address it in a way that ensures Maya feels supported and understood.”

Exploring Potential Solutions and Interventions

4. Develop a Plan to Support Maya and Address the Risks:
   • Outline possible interventions that would involve working closely with Maya to understand her perspective on the program, her behavior, and the influences of her peer relationships.
   • Discuss potential counseling options, group sessions, or peer mentorship programs that could address her behavioral challenges in the program and her academic needs.

   Example: “Maya’s academic struggles and her disruptive behaviors seem to be related to some deeper issues. I’d like to work with both of you and Maya to develop an intervention that supports her growth in the program, provides a space for her to talk about her relationship, and works to improve her academic performance.”

Family Involvement and Collaboration

5. Incorporate Family Support:
   • Emphasize the role of Jasmine’s protective behavior and how involving her in Maya’s success could be part of the intervention strategy.
   • Suggest family counseling or joint sessions to strengthen the relationship between the sisters and ensure that both girls are thriving in the program.

   Example: “I also know that Jasmine is protective of Maya, and that bond is something we can use to help Maya feel more engaged in the program. We might explore ways to get them both involved in the process, so Maya knows she’s supported.”

Ethical Dilemma and Professional Intervention Strategy

6. Navigate Ethical Concerns:
   • Discuss the ethical dilemma of balancing Maya’s autonomy with the need for intervention. This includes respecting Maya’s privacy while ensuring her safety and well-being.
   • Highlight the ethical responsibility to ensure that both sisters are supported and not forced to remain in the program if it’s not in their best interest.

   Example: “One challenge we face is balancing Maya’s independence with the need for structure and safety. While respecting her autonomy is important, we must also ensure she’s protected and that the program is beneficial for her. We’ll find a way that ensures she feels heard and supported.”

Conclusion and Follow-Up

7. Set a Follow-Up Plan and Future Steps:
   • Develop a timeline for checking in with the parents and ensuring that the interventions are progressing.
   • Offer resources, such as community services or counseling, that can assist the family further.

   Example: “We’ll need to have a follow-up meeting to check on Maya’s progress in the program and revisit our approach. I’ll also provide you with some community resources that could help with additional support at home. We’ll continue to work together to ensure both girls have the opportunities they need to succeed.”

Summary of Key Points to Address in the Role-Play:

• Professional Strategy: You will use a strengths-based approach, focusing on the strengths of both girls and the parents while addressing Maya’s behavioral and academic struggles.
• Ethical Dilemmas: Navigating the balance between respecting Maya’s autonomy and ensuring her safety and well-being.
• Family Dynamics: Incorporating the family’s concerns and involving them in the intervention plan, particularly Jasmine’s protective role.
• Intervention Plan: Developing specific interventions, including family counseling, academic support, and addressing risky behaviors through counseling or peer support.

This role-play will allow you to practice these skills in a realistic and compassionate manner, ensuring a holistic and supportive approach to the family’s needs.

 

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