Assignment 3 OMSW503

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Morgan State University *

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503

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Sociology

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Apr 3, 2024

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Engagement, Assessment, Intervention, and Evaluation: Internship Kirsten Palmisano Master of Social Work, Morgan State University OMSW 503.W03, Field Practicum and Laboratory I Professor Dorothy Narcisse December 12, 2023

Individual Case: MC MC is a 16-year old African American female who attends Augusta Fells Savage Institute of Visual Arts (AFSIVA) in 10 th grade. She is of a lower socioeconomic status and is a cisgender heterosexual woman. MC began seeking services last school year and has been consistent with services. MC has been diagnosed with adjustment disorder with mixed disturbance emotions and conduct with a low suicide risk assessment. MC long-term goals are to work on her attitude and to get a car. We implemented mental health services into these goals by discussing how she will decrease verbal altercations, decrease tardiness, increase communication with her youngest brother, and using a planner to be organized. MC lives with her mother, her younger sister, and two of her younger brothers while the youngest is living with her grandmother. MC has a tough family dynamic as her and her mother do not always get along and from time to time it leads to discipline, her father has been incarcerated for a few years and still has years to serve before he can come home. MC is trying to navigate her social life but is working on handling her emotions in a healthy way, she has trouble expressing them and tends to become mean and rude when she is upset or frustrated. MC and I have begun working on healthy coping skills such as using a stress ball, taking deep breaths, and taking a step back when necessary. MC and I have a schedule of meeting once a week but some weeks we meet twice if she needs to decompress or is feeling extra stressed. MC has been specifically having trouble with communicating with a teacher who has been giving her a hard time and has not been helping MC in a way that she feels is the most effective, I gave her a stress ball so she can use it in the moment to decompress and release any frustrating feelings. I have pulled activities out of the DBT module book with the objective of MC labeling, identifying, and regulating emotions through decreasing vulnerability factors and changing her behaviors. We have done mindfulness exercises throughout sessions to

give her a chance to sit back and relax which is also a time to think about what she has experienced and is feeling in the moment. Role Play: Class Exercises From the all-class role play that we conducted on December 5, 2023 was very informative, it taught me to think outside of the box and to learn as much as possible about the client before trying to help or fix their situation. It is sometimes hard and feels a bit invasive when you are asking the client nonstop questions to get to know them and their situation. It is also very challenging when you do not know what they might say next or in response to you. It was very nerve wrecking especially when you are not yet experienced and are still learning but I have learned that the client is probably just as nervous. Throughout the seminars and textbook readings, I feel as though I have a better understanding of what social workers do and the situations, they may put in that are ethically challenging. Exploring and Engaging I closely work on the micro level while maintaining my internship at Augusta Fells Savage Institute of Visual Arts as I work with the individual student. On the micro level, I provide direct therapy services to each student on my caseload who may be facing academic challenges, emotional or behavioral concerns, family issues, and mental health issues (Baylor School of Social Work Team, 2023). I explore with my client by providing these services and crisis intervention if need be. When beginning a new case, I love to always talk about the services that will be provided and the limitations to confidentiality. Then I follow up and give three quick interesting facts about me that are appropriate for the therapy setting. With MC, she was an existing client with SMHP that I inherited, so I was able to meet her for a brief contact

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interaction along with my supervisor. MC warmed up to me quickly and was very patient with my title of an intern and my development of sessions. Throughout our first two meeting times I like to discuss our roles and responsibilities for each party, the client and the social worker. The client’s job is to participate throughout the session, set goals with the help of the social worker, and reflecting on their thoughts and feelings. Meanwhile, the social worker’s role is to assess and diagnosis the client, show support, give feedback, and develop a therapeutic plan to discuss the goals with the help of the client. Some interview skills that are important are active listening, building strong rapport, questioning skills, and reflective listening. Active listening is crucial, this is paying attention to the individual to the fullest extent which also builds on the rest of the interviewing skills (Williams, 2018). Next, is building a strong rapport which can be done by active listening. This is essential to a positive and trusting relationship with the client, this happens when I can allow the client to be themselves and respectful of what they say and do (Williams, 2018). Questioning skills is used during the interviewing process as well to gather as much information as possible effectively. Open-ended questions are typically asked when I want the client to share more about how they are feeling or their thoughts while close-ended questions are more for when I need to know a specific detail (Williams, 2018). Lastly, reflective listening is done when I want my client to explore their thoughts and feelings a little more, I also do this by summarizing what they said to clarify or expand on what they have already mentioned to get a better understanding and for the client to understand that I am listening (Williams, 2018). On the Mezzo level, I work with small groups of admins at the school to collaborate with the teachers and other admin to do presentations, awareness assembly’s, and back to school night opportunities to discuss services with the individual’s family. On a macro level, I am able to participate in school-wide preventions with a

few being seasonal depression, anti-bullying, and maintaining healthy relationships with friends and partners. Exploring, Assessing and Planning When specifically discussing MC, we discussed her previous goals on her treatment plan assessed whether they should remain her goals or change them. MC’s goal to work on her attitude was a previous goal from her treatment plan along with her short-term goals. But, the second long-term goal changed to getting a car due to her meeting the SMART goal to obtain the last one. When developing goals on MC’s new treatment plan that is when I discussed our roles and how she has to collaborate with me to make her goals, but they have to relate back to mental health. We discussed a schedule that works for both of us such as having session once a week on Tuesday’s when feasible and what classes to refrain from getting her from. We discussed that some strengths of hers are that she is vocal, friendly, reliable, and easy to talk to which allows her to make good connections and speak up for herself. We discussed how MC’s mom is short-tempered and oftentimes makes her watch after her younger sisters and how her dad is incarcerated, and his side of the family does little for her. MC lives in an urban environment in Baltimore city with a lot of gun violence, crime, and drugs. These environmental factors play a big role in her mental health as she has witnessed people get hurt and has to move with caution in her neighborhood. MC’s interpersonal skills vary, she has had a hard time getting along with some people specifically girls in her neighborhood but has good communication skills with her classmates for the most part. As part of MC’s therapeutic goals, she has to work on her attitude and how she communicates with others. As part of MC’s homework, she was instructed to join at least one organization or team at school so she can be around others and build up these skills (Team, 2023).

However, with this knowledge we were able to come up with plans and resources to prevent her from getting in these vulnerable and conflicting situations. During cheer practice if she begins to get frustrated, we found coping skills such as a stress ball or her phone. When she is at home and she feels these emotions with her mom or her siblings she is instructed to do the same but to also go to her room to decompress. When MC and I have session we always focus on her strengths to enhance her self-efficacy and empower her, the goal is for her to feel as though she has control over her life, and she feels powerful. I want her to see all the positives and for her to capitalize on them rather than negatives so she can see what areas she needs to grow in (Nash, 2023). The strengths-based approach never stops for MC and I, I always want to build on her strengths and whenever she may be feeling that she is not doing good enough I circle back to her strengths and often times use motivational interviewing in the process to get her to change her behavior change on her own (Nash, 2023). Assessing and Intervening The integration of theory and conceptual frameworks are fundamental to understand and address the complexity of social issues that she may face. This builds on my knowledge of the strengths-based perspective when trying to intervene and assess MC and her challenges, this allows me to guide her in better understanding herself (Nash, 2023). Another framework is the person-in-environment perspective, to understand her in the broader context of her relationships and community (Rollo, 2023) which allows me to design interventions that address the root cause of the issues she is facing. This framework is very important for majority of my caseload at Augusta Fells Savage as it is in an underprivileged area in Baltimore with most of the students being victims of crime or some type of disparity. A lot of MC’s behavioral or attitude problems are directly related to her having a lot going on in her home life that she cannot control (Nash,

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2023). Learning about her family dynamic and how her and her siblings are split between households and a parent being incarcerated allows me to see the root cause of her diagnosis adjustment disorder with mixed disturbance emotions and conduct, and allows me to be able to find coping skills or therapeutic approaches that best fit her (Rollo, 2023). In social work, the integration of theory and practice is dynamic and ongoing. Social workers continuously engage with theoretical perspectives to inform their interventions, assessments, and advocacy efforts, ensuring that their practice is grounded in a deep understanding of the complexities of human behavior and social systems (Rollo, 2023). Having to take these designated courses over the semester while practicing social work in real time has been eye opening and allowing me to try the things I learn in class in real time with my clients, which is beneficial to my learning and career development. Planning and Implementing As previously stated there a few theories or frameworks that I feel best fit my case with MC which all are integrated to effectively engage with her. Sessional tuning in and contracting is typically done when I begin the session with a relevant theory such as person-in-environment which guides my approach to an issue, and we can develop the connection from the beginning. To contract, I have to collaborate with MC to set goals and expectations for the designated session. During the contracting process is when I typically incorporate motivational interviewing to empower her in the goal-setting process. When connecting needs to resources I typically utilize the strengths -based approach to identify all strengths and what resources may be available to her. The beauty of working in school social work is that I can connect MC to all available resources within the school community to better assist her progress. Throughout session, it is rare, but I sometimes like to apply the ecological systems theory to understand the

multiple systems that influence MC such as family, friends, school, and the community which helps to identify the resources that are available for her to utilize. When trying to get MC to reach her goals, I like to apply goal-oriented interventions alongside with evidence-based practices. Behavioral and cognitive-behavioral theories can help guide the development of interventions that focus on achievable specific, measurable (SMART) goals. We also have to collaborate in problem-solving which we specifically had to do in our most recent session. MC, Ms. F, and I all had to collaborate to problem-solve the issue on why MC has been having a bad attitude in her class and not wanting work alongside of her group. This collaborative approach has allowed us all to work towards the overall goal of better communication and her overall grade. Every session, MC and I review her goals to measure the progress of the goal, I like to monitor the change in her behavior, emotional well-being, academic performance, and relationships with others. I regularly provide MC with feedback on how she can do better with the said goals and give her positive social reinforcement on the goals that she has been doing well on. For the goals that MC needs to make progress on, I like to make adjustments if necessary. For example, MC has not been using her planner to prevent forgetting about assignments and tasks that were assigned to her, so we altered this to writing all due dates and reminders in her phone since it is something that she always carries with her. Throughout the session it is necessary to keep some type of record-keeping as assigned to me from SMHP I have to write progress notes per session, and I like to usually type/write them as we go. This allows me to document what approaches or interventions we are going to use for the session, her progress in between each session, and to highlight her strengths from each session. As part of our follow-up for MC’s recurring issues such as her attitude goal, I like to

develop a plan with MC and include weekly check-ins on the said goal and I ask for feedback and she receives it as well to discuss what things are going well or wrong and how I can support. Social Work Journal The journal I chose was “ School Discipline and Social Work Practice: Application of Research and Theory to Intervention” it discusses the persistent use of disciplinary policies and practices in US schools despite the research suggesting their ineffectiveness and potential harm. It discusses the traditional methods such as suspension, code of conducts, corporal punishment, and teacher-managed behavior to maintain order in the school community but research has indicated that these practices are not best for the child and can lead to anxiety, depression, academic failure and perhaps other negative consequences (Cameron & Sheppard, 2006). Children of color and those with disabilities are disproportionality affected by this traditional method (Cameron & Sheppard, 2006). It is argued that the disciplinary method may be prejudicial and detrimental to students, there has been research, but more is needed on how disciplinary actions can cause psychosocial problems for the child (Cameron & Sheppard, 2006). The text emphasizes the importance of social workers understanding on the impact of discipline on students and advocates for more comprehensive intervention plans that considers the systemic issues contributing to the students’ problems (Cameron & Sheppard, 2006). There were also three pathways for understanding the iatrogenic effect of school discipline such as psychological sequelae of school discipline, operant conditioning and social learning theories, and finally the social and political theories. The text enhances the understanding of the interplay between research and practice in the school setting when discussing school disciplinary policies. When discussing research informing practices it identifies issues and challenges associated with the traditional school disciplinary

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practices and pointing out their potential harm to the student (Cameron & Sheppard, 2006). The text summarizes research findings to raise awareness among the social workers about the psychological, academic, and social consequences of disciplinary actions on students. When diving into the practice informing research the text highlights a gap in social work research related to the school disciplinary practices, indicating that this area has received limited attention which informs researchers on areas of further investigation is needed (Cameron & Sheppard, 2006). The limited attention given by social workers also implies that there is a need for practical solutions and interventions which could inform researchers about the real-world challenges that social workers face. Overall, after reading the research article I indeed feel that it has enhanced my understanding and has given me a better understanding on how the field is ever evolving. I feel that I see that these disciplinary policies are harming the children mentally, but I also understand why they are place especially in such schools where they have to walk through a metal detector and get their belongings checked. I would like to see how things could possibly change for a more positive approach and shy away from the negative disciplinary actions that take place now. This text and this assignment overall has provided me with insight on how traditional school disciplinary policies can be harmful and although mental health has been gaining awareness over recent years other areas in our daily life has remained the same despite how they affect our mental health. I can also take into account these disciplinary actions and how it affects my client’s and their overall behavior and performance in the school when I receive new referrals that are focused on behavioral problems.

Reference: Baylor School of Social Work Team, B. (2023, May 21). The 3 levels of Social Work explained: Micro, Mezzo, Macro . Diana R Garland School of Social Work. https://gsswstories.baylor.edu/blog/the-3-levels-of-social-work-explained Cameron, M., & Sheppard, S. M. (2006). School discipline and social work practice: Application of research and theory to intervention. Children & Schools, 28(1), 15-22. Nash, J. (2023, September 19). Strengths-based approach in Social Work: 6 examples & tools . PositivePsychology.com. https://positivepsychology.com/social-work-strength-based- approach/ Rollo, J. A. (2023, November 21). Person-in-environment theory | overview & functions - video & lesson ... Person-in-Environment Theory | Overview & Functions. https://study.com/academy/lesson/person-in-environment-pie-theory.html Team, B. E. (2023, November 8). How to improve interpersonal skills . BetterHelp. https://www.betterhelp.com/advice/how-to/how-to-improve-interpersonal-skills/ Williams, E. (2018, June 29). Social work interviewing techniques . Work. https://work.chron.com/social-work-interviewing-techniques-15937.html

Assignment 3 OMSW503

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