Assessment Gay-for-Pay Scenerio

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Jan 9, 2024

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Running head: ASSESSMENT: GAY-FOR-PAY SCENERIO 1 Assessment: Gay-for-Pay Scenario Rachel Stover SWK 655 Indiana Wesleyan University

ASSESSMENT: GAY-FOR-PAY SCENERIO 2 A Different Approach The majority of what should have been done differently in the “Gay-for-Pay” case study does not have anything to do with Alicia but with the WCF facility. Although WCF has a good reputation and good intentions, there seems to be a disconnect between the LGBTQ+ youth and the providers at WCF. The WCF facility seems to lack sensitivity, awareness, and representation towards LBGTQ+ youth. This was apparent in a few situations with a youth and a provider. For example, when Victor was interviewing Sasha or when Alicia, who is a young woman completing her MSW field placement at WCF and who is part of the LGBTQ+ community was labeled as a potential “Gay-for-Pay” employee and making it know that she would be the only gay employee the facility had. I feel the facility could do more to increase their education and awareness surrounding the LGBTQ+ community. LGBTQ+ Assessment tools LGBTQ+ youth are at a higher risk of experiencing shame, fear, discrimination, and other traumatic events that could lead to mental health conditions. This population is also one of the largest populations to experience discrimination, social isolation and rejections, poly-victimization, or psychological or physical abuse because of their LGBTQ+ identities. Since LGBTQ+ youth are at an increased risk of discrimination and other traumatic experiences, they are at an increased risk of experiencing mental health conditions such as depression, anxiety, PTSD, substance abuse, and suicidality. Due to the increase statistics in this vulnerable populations, it is important to create an inclusive and affirming intake, screening, and assessment tools for LGBTQ+ youth.

ASSESSMENT: GAY-FOR-PAY SCENERIO 3 When meeting with an LGBTQ+ youth for the first time like when Pete met with Sasha, he could have used the 340 Blueprint assessment. The assessment that was used with the client Sasha, asked the clients sex (male/female), their orientations (heterosexual, lesbian, gay, or bi-sexual), and then provided a check box if the client identified as transgender. This assessment limited the youths gender identity, gender expression, and caused the youth to feel uncomfortable. If Pete would have used 340 Blueprint, it would have allowed the client to answer the question more comfortably. The 340 Blueprint is an assessment tool that address preferred names, gender pronouns, primary race/ethnicity, sexual orientation, gender identity, and gender expression. It also has an option for other if none of the above options fit the client. Supervision with Pete When it came to Alicia having met with her supervisor, Pete, I do not think that he gave her adequate supervision. Alicia was unsure how she should respond to the youth in her group when they start talking about the things happening at RAY. Alicia is concerned about the events that take place at RAY but does not want to tell the youth that they should not go to RAY. Instead, she wants them to remain safe and still receive the support and help they need. When Alicia brought up to Pete about not knowing what to say to the youth, Pete simply told her that they did not want to “burn bridges” or “tell the kids not to go there.” Pete also told Alicia that she should “talk about safety more generally and try to get them to talk about safety issues with each other. See what they think of RAY,” (Franklin, 2013) .

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ASSESSMENT: GAY-FOR-PAY SCENERIO 4 Due to the interaction with Pete, he failed to uphold NASW code 3.01 (a), “Social workers who provide supervision or consultation (whether in-person or remotely) should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence,” (NASW Code of Ethics: Ethical Standards , n.d.) . If Pete did uphold this code, he would have discussed and modeled the process of identifying and exploring the problems by looking at the values, principals, and regulations. Responding to Pete’s Input and Questions If I were Alicia and Pete was my supervisor, I would have been frustrated after having met with him for supervision because I am struggling with what to do with my group and about RAY. Alicia came to Pete for guidance but instead was not given that guidance but was told to explore what the children had to say about RAY and try to get them to see the bad things that RAY is doing. I would have asked Pete about what theories to use in group, how to approach the children when they make these disclosures, and if Pete thought it would be okay to attend some of RAYs events and build a relationship with the program. References

ASSESSMENT: GAY-FOR-PAY SCENERIO 5 3/40 Blueprint: Creating the Blueprint to Reduce LGBTQ Youth Homelessness . (n.d.). Retrieved from 3/40 Blueprint: https://www.340blueprintproject.com/ Franklin, L. D. (2013). Gay-for-Pay. In T. A. Wolfer, L. D. Franklin, & K. A. Gray, Decision Cases for Advanced Social Work Practice: Confronting Complexity. Columbia University Press. NASW Code of Ethics: Ethical Standards . (n.d.). Retrieved from Social Workers.org: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English/ Social-Workers-Ethical-Responsibilities-in-Practice-Settings

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