Description This discussion board relates to learning objectives for Modules 1 - 7. You can reach ...
Description This discussion board relates to learning objectives for Modules 1 - 7. You can reach learning objectives by reading the case study you are assigned and providing thoughtful response that includes critical thinking. You will be expected to apply course concepts to your client’s case. Initial Post First read the Case Study. The below case study will be used for Discussions 2 - 4. The case is a fictional client that is based on real life situations. It provides you with the presenting situation, background summary, and other factors present for the client. Each week we will apply concepts discussed in the course to this case study, using a multi-dimensional, bio-psycho-social-spirtual perspective. Case studies have limitations; it is impossible to include every pertinent detail in a short summary. However, this mirrors what we find in the field. Social workers often have to make decisions based on limited information. Case studies also give us a realistic situation to explore the complicated situations and systems that people are faced with, help us practice asking appropriate questions of information needed, and allow us to project possible ways to support the client. This case study is specific to the Southwest. There are multiple people in this case so "the client" may not be clear. Client's and those they closely interact with can all be "the client." For the purpose of this course there are two main clients: Margaret and Jenna. You can choose to focus your post(s) on one or both of them, unless the prompt specifically states which client on which to focus. Case Study Margaret (age 38), identifies as a Mexican American homemaker, is seeking services from a local service agency. Margaret tells the caseworker that she feels overwhelmed with her usual responsibilities with the additional pressures of the current COVID-19 pandemic. Additionally, she feels depressed, doesn't sleep well or eat much, and is irritable much of the time. She has eliminated most of her social interactions and the only outside activity she feels comfortable doing is attending Sunday Mass with her family. Recently, Margaret’s father (77) a retired U.S. Navy Lieutenant, had a fall, and is no longer able to live alone. Margaret helped him move into a local assisted living, but is struggling to ensure his emotional needs are met. She was able to sign him up for food stamps to assist with the cost of food. Margaret lives with her family in Yuma, AZ (for history of Yuma https://www.yumaaz.gov/about-yuma (Links to an external site.) for census information https://www.census.gov/quickfacts/fact/table/yumacountyarizona/PST04521 (Links to an external site.)). Her partner Jenna (age 42) also identifies as Mexican American, is an architect who works long hours and often unwinds after work by enjoying a few drinks. Margaret communicates that Jenna’s drinking upsets her because her father was an alcoholic and she is concerned about the few times Jenna has picked up the kids after she had a few drinks. Jenna is passionate about her architecture work and was awarded the Yuma Architect of the year in 2019. Due to COVID-19 Jenna moved her architecture practice to her home and now all four family members are under the same roof for the bulk of the time together. In talking with the case worker, Jenna reports the line between family and work has been blurred due to COVID-19, her drinking has increased after work to destress. She reports her work load has increased since working from home and she has no energy left to engage with her children or partner at the end of the day. She says that when she tries to cut back drinking during special events or during Lent, she finds that she is irritable and craves alcohol. She believes that if she wanted to, she could probably cut back but feels alcohol helps her relax. Jenna reports she is concerned about Lisa’s inability to focus and her struggling grades. They live with their 2 children Lisa (age 15) who is capable of caring for herself and helping around the house, but prefers to hang out with her friends and be involved in sports and other extracurricular activities; and their youngest son, David (age 9), who has Down's Syndrome and needs assistance in self-care and day-to-day activities. Lisa (15) is very socially active in extracurricular and athletic events. In school she fidgets and has a hard time sitting still. She also struggles with time management and tends to be disorganized. She chronically misplaces everyday objects like her backpack, mask and cell phone. She will often be late to volleyball practice and her friends comment on how forgetful she is. Although she wants her school work to be perfect, she is prone to making careless mistakes. The struggle for perfection makes starting a new assignment feel very stressful, leading her to procrastinate starting in the first place. As a consequence, she recently failed a big test, which has led to her acute fear of failing 10th grade, and not being eligible to play volleyball. She recently made the varsity volleyball team as a 10th grader. David (9) is thriving in his current school environment. He has great support in his special education classroom and is mainstreamed for several classes. Margaret and Jenna keep a consistent schedule for him throughout his entire day that sets him up for success. The case worker receives a call yesterday from Margaret that Jenna was pulled over for driving under the influence two blocks from their house. Jenna was on her way home with the kids. Jenna was arrested and Margaret was called to pick up the kids. As of today, Jenna is currently in jail and Margaret came home to a card on the door from child protective services. Jenna is facing an aggravated DUI because of her blood alcohol level and because both children were in the car. You need to address the following questions in your response: What similarities and differences do you see between yourself and the case study client? Why might it be important to be aware of our similarities and differences in social work? How does your own life experience shape your opinion about this case? How would you demonstrate empathy for your client, either Margaret or Jenna, (be specific to which client and how you would demonstrate empathy)? How is this different than showing sympathy to your client? Explain the differences between micro, mezzo, and macro levels of social work. Give a specific, original example of how a social worker could support the client(s) in the case study on each level. What client(s) is poverty a presenting concern for? What makes you think this? In what ways would a social worker be able to advocate for your client’s civil rights/social justice? Consider the Advocacy Model in Action (Chapter 4). Create a combined eco map and genogram for the case study on a power point slide. Include all known family members, relationships, religion, school, activities, community engagement, and strengths of each relationship. Use this reading for reference (https://ferrisintroductiontosocialwork.pressbooks.com/chapter/chapter-4-generalist-practice/ (Links to an external site.)). Upload your slide as an image What is one question that you have about your case study/client and its relation to this week’s module material? REQUIREMENTS Posts should be no less than 300 words and no more than 600 words (not including the eco and geno gram). Thoroughly addresses the prompt, Adheres to due date Peer Reply Please ensure that you respond to at least one peer in addition to your own post! Be sure to include critical thinking and thoughtful feedback in your response to ensure you earn the full amount of points in your post.Your replies to peers are expected to encourage and extend the discussion as it relates to the prompt for this module. This can include things like asking open-ended (not yes/no) questions, making counter points, working together to agree or disagree with the course text and each other, etc. Appropriate peer replies should not simply affirm or close the conversation. This can include things like asking yes/no questions or saying "great job" or "I like your answer" without additional substance. REQUIREMENTS Peer responses are expected to be a minimum of 100 words. Substantive post - offers feedback, critique, follow-up, or advances the conversation
