Case Analysis: When Life Changes in an Instant by Carla Sofia

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In Practice I, students will learn the Generalist Intervention Model (GIM) and be able to apply the planned change process to practice. What better way to do this than through an actual case. Students will be assigned a case in the casebook to read, respond to questions in the book and on the guidelines provided. This assignment is 25 points of your grade and is important that you follow the guidelines.

Specifically, analyze and describe the social worker’s accomplishments and shortcomings and complete the missing work for the social worker. Please refer to the guidelines and the rubric to help guide you through this assignment. We will also discuss in class.

The case for this assignment is When Life Changes in an Instant located in the Case Studies in Generalist Practice book. For this assignment, you will be responsible for responding to all questions (1-6) at the end of the case AND the questions on the guidelines. The guidelines and the rubric are below. Please review as you complete this paper. This is not like the other in-class assignments and needs to be in narrative form (APA format) although you can identify the question first. We will discuss again in class and answer any questions you may have.


*Attached is guidelines, case study, and example paper must be 8-12 pages long.

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SOW Practice l: Generalist Practice in Social Work Case Analysis Using the Generalist Intervention Model (GIM) and the Planned Change Process – 30 points Due Date: TBA Case: TBA Students are required to apply the Generalist Intervention Model when using the planned change process to the case assigned. You are to analyze and describe the social worker’s accomplishments and short-comings and complete the missing work for the social worker either as you answer the questions at the end of the case (#TBA) or in addition to the questions below. You will analytically and critically examine and utilize course content (with a minimum of 3 references and citations – do not cite the ppt’s) throughout the analysis. Please remember to add what you think needed to be included in the planned change process and anywhere else you see a need. You will also address the following: 1. What important value and ethical issues were raised in the case? What other value and ethical issues might be raised? How did the social worker deal with these? What alternative ways might you deal with the issues presented? 2. Explain the planned change process and cite examples to show how the worker utilized each step (Engagement, Assessment, Planning, Implementation, Evaluation, Termination, and Follow-up). What would you have done differently throughout the process? Remember to include core competencies or practice behaviors. 3. What systems were discussed in the case (individual, family, group, organization, community, institution, larger system)? What interventions were carried out at differing system levels (micro, mezzo, macro)? How did the worker involve multiple systems in the intervention? 4. Which social work roles were demonstrated? Which roles seemed most important? Which other social work roles could have been used by the worker? The paper will be evaluated as follows: a) The extent and accuracy of your analysis relating to the planned change process. b) Full, explicit use of course content, competencies and practice behaviors throughout the analysis. c) Your ability to add what you think needed to be done in the planned change process. d) Complete answers to the questions at the end of the case (#TBA) and the questions above. e) Present answers that are organized into paragraphs with correct sentence structure, spelling and punctuation. Required writing style is the American Psychological Association (APA 6th ed). The paper should be 8-12 pages in length not including the reference page. Students may work in groups (no more than 4) and receive a group grade or individually. If you have any questions or concerns, please feel free to call or e-mail me. Case Analysis Using the Generalist Intervention Model (Planned Change Process) Rubric Name (s): Required Information & Points Assigned Total Possible Points Accuracy of analysis – Planned Change Process (identified each step of the process related to the case) 4 points GIM (Planned Change Process) examples given for each stage 3 points Ability to add what else needed to be done throughout the planned change process and anywhere else there was a need 4 points Complete answers to questions including the guideline and case study questions 5 points Ethical issues/dilemmas identified throughout the case including how they were handled and other issues you saw as an issue 4 points Integration of course content including core competencies and practice behaviors throughout the analysis 4 points 3 points Identification of the systems utilized throughout the case; what interventions were used at different levels Social work roles demonstrated including what other roles could have been used 2 points APA format 1 point 30 points Comments: Points Earned CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN Abstract This paper analyzes a social work case study involving Bea Rosen and her social worker. We will analyze the worker and the individual as we look at value and ethical issues, the planned change process, the systems discussed in the case study, and the social work roles that were demonstrated. First, we will answer five discussion questions about the case study. Next, we will look at the ethical issues, how they were dealt with, and other possible ways they could have been dealt with. Thirdly, we will explain the planned change process and what we would have done differently throughout the process. Next, we will identify the systems that were discussed in the study and the interventions that were carried out at each system level. Finally, we will look at the social work roles the worker demonstrated and other roles she could have potentially used. Keywords: Jewish Family Services, Generalist Intervention Model, National Association of Social Work CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN Case Analysis: Late Night with Bea Rosen Bea Rosen is a 76-year old female. She is recently widowed, as her husband, Barry, died of heart problems. Bea has a son, Lenny, who visits her every week. Kathleen is a social worker assigned to Bea's case by Jewish Family Services (JFS). This paper will answer five general discussion questions, and then address some of the issues presented in the case. First, we will address the ethical issues Kathleen was faced with, how she dealt them, and other ways they could have been dealt with. Next, we will look at the planned changed process, as part of the Generalist Intervention Model (GIM), and what we would have done differently throughout the process. Then, we will identify the systems that were mentioned throughout the study and the interventions that were carried out at each system level (micro, mezzo, and macro). Finally, we will recognize the social work roles Kathleen demonstrated, as well as other roles she could have implemented. Discussion Questions The worker indicates she believes it is inappropriate for her to question the client extensively about her fears and possible phobias and bases this reluctance on her own inexperience. Is her reluctance reasonable under the circumstances? The National Association of Social Work (NASW) Code of Ethics says social workers should be competent, "Competence involves having the qualifications, ability, and skill to conduct social work practice effectively with particular clients and problems involved," (Kirst-Ashman & Hull, 2008, p. 375). Therefore, the worker's reluctance is reasonable, and validated due to her inexperience. However, the client does, at some point, need to address the fears and phobias she is experiencing. The worker's lack of knowledge should not have prevented this and further steps should have been taken to encourage the client to face these issues. The worker could have worked to educate herself, or she could have consulted colleagues on how to handle the situation. If she still felt too inexperienced to discuss these issues with the client, a proper referral should have been made. The worker sometimes seems to be focusing her efforts on reinforcing coping activities of the client and downplaying possible problems. Is this a potential problem? Again, social workers must be competent and able to deal with their clients using a holistic perspective. "^-M Downplaying possible problems could easily result in more issues or a lack of progress for the client. Further exploration of each problem needed to be taken, regardless of how simple, or complex the problem. V, CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN Working through all of the issues will give the client the empowerment, confidence, and mental stability needed to handle the grieving process, and lessen the fears and phobias. Does the worker's statement that she had strong feelings of loss when Barry died indicate she was over-involved in this case? To not have a sense of loss would leave one to question the level of compassion the worker has. The worker was brought in every other week by JFS to monitor the situation as Barry's health declined. After Barry was placed in a nursing home, the worker continued to provide support, and monitor Bea. The worker got to know the Rosen's on a personal level, so strong feelings of loss can be validated, and understood. The worker remained in her boundaries, or the "invisible barriers that separate various roles and limit the types of interaction expected and considered ethically appropriate for each role," (KirstAshman & Hull, 2008, p. 402). Over-involvement was not observed until the worker suggested a roommate to move in with Bea. Business was now becoming personal, and this situation could have hindered Bea in the long run. What do you see as the strengths that Bea Rosen has exhibited to the worker? Determination; Bea stated "if you want to make it, you've got to take it." (Rivas & Hull, 2004, p. 24). Bea was very much aware of her surroundings and mentally strong. Even though Bea was experiencing negative mental issues, her overall mental strength appeared greater. Bea was insightful of herself and others. She was in touch with her feelings and emotions, and was motivated to improve herself and her situation. Do you think the reactions to Barry's death that Bea displayed were "normal? " Why or why not? Bea's reaction to Barry's passing was very normal. If I were the worker I would have expected nothing less. Barry passed away six weeks before their 50Ih wedding anniversary, which caused a swirl of emotion for Bea, including happiness remembering their time together and grief due to his death. Bea came from an era where her adult purpose was to be a wife and mother, so to lose her husband was like losing a part of her identity. Before Barry was placed in a full-time care facility, Bea was his full-time caregiver. Bea had two very harsh emotions after Barry passed, the guilt of placing Barry in a full-time care facility, and her sole purpose in life was gone. Bea suffered an extreme loss, and blamed herself for Barry giving up on life. Even though Barry's passing was inevitable, her emotions and feelings were congruent with the situation. t ° CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN Ethical Dilemmas Social work educators are responsible for ensuring that their students understand that ethics outweighs practice and the knowledge of how to deal with ethical dilemmas is an essential part of the social work task. Social work students need to be taught about ethical decision-making models, as well as whom to go to for help. "Social workers are strongly urged to consult others, to evaluate personal and professional value positions, to establish the legal, organizational and policy context, and have a sound working knowledge of ethical codes and standards of conduct," (McAuliffe, 2005^ Now, let's look at the ethical dilemmas discussed in the case, the ways they were handled by the worker, Kathleen, and other ways the dilemmas could have potentially been handled. There were several value and ethical issues raised in this case, but there were three issues that really stood out to us. First, let's address the worker's inability to attend to Bea's mental state. Bea's mental health seemed to be unstable, yet Kathleen did not seek additional help immediately from a supervisor to assess the situation. Bea shared with Kathleen that she has experienced some phobias and anxieties, when asked about what she felt; Bea seemed uncomfortable in talking in depth about her mental state. Kathleen did not ask more questions on what she was feeling. It is an obligation that social workers have the knowledge base to make sure their clients are safe and have the resources needed to overcome their situations. "Social workers should provide services and represent themselves as competent only N within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience," (Code of Ethics, 1999). The worker could have continued her education to make herself more aware of that field. If she still felt inexperienced in this area, she should have contacted a member of JFS to analyze her mental state or made the appropriate referral. The second ethical dilemma was that Kathleen involved herself in trying to obtain a roommate for Bea from someone she personally knew. This is a conflict of interest and confidentiality and privacy. This could cause a serious situation if the friend moved in with Bea. Social workers must never have personal involvement with their client. According to the NASW Code of Ethics, Conflict of Interest 1.06, "Social workers should not engage in dual or multiple relationships with clients or former clients in which there are a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries." This is also a violation of confidentiality because the worker disclosed information about a client to someone who is not involved V, CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN with the case. Instead, the worker could have suggested Bea go to a local synagogue to search for a roommate or ask her family and friends if they knew someone acceptable. The worker could have also helped Bea list her apartment in the classifieds. It is possible that Bea's son Lenny would become upset in finding out that Kathleen was getting a roommate for his mother; this could make him feel uncomfortable for the safety of his mother. I would have set a meeting up with Bea and Lenny to discuss her living arrangements for the future so she could have support from her family and know her options. The third ethical dilemma involved the worker's feelings of loss regarding the client's husband. Kathleen's feelings of the loss towards Barry are validated, yet as a social worker she cannot become overly involved in a client's situation. You must set boundaries from yourself and your client. We feel the worker stayed within her ethical boundaries regarding her relationship with the clients. The worker did not mention anything in her letter that showed her as being over-involved with the clients. Empathy and compassion is needed in the social work field, but you must not let it consume your focus in trying to help the client. Planned Change Process We will now look at the planned change process, how the worker utilized each step, and what could have been done differently. Within the Generalist Intervention Model there are three major features. First, the G1M assumes that workers acquire an eclectic knowledge base, a wide range of skills to target any size system, and a professional base. The second major feature is its seven-step planned change process that emphasizes client strengths. The third key feature is its generalist approach, which means any problem may be analyzed and addressed from multiple levels of intervention (Kirst-Ashman & Hull, 2008, p. 146). The planned change process involves "the development and implementation of a strategy for improving or altering some specified condition, pattern of behavior, or set of circumstances that affects social functioning," (Kohn, 201 Oc). There are seven steps in the planned changed process; engagement, assessment, planning, implementation, evaluation, termination, and follow-up. Engagement is when you introduce yourself to your client and make them feel at ease with you being present. You may smile at them and comment on the weather tor how much you like the same sports team you see displayed in their home. Finding a common interest can be vital in obtaining your client's trust and showing them that you really care about them. As you are establishing a relationship with your client inform them of the agency services and what the client's expectations are and ask open ended questions to hear what they are looking to accomplish. The worker was able to listen to Bea and give her social support and referrals to the other community services she CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN may need. The first meeting the worker had with Barry and Bea seemed to be at ease. They spoke about how they met each other, about their son Lenny, other social events, and the hardship of Barry's health. Given that, I would have disclosed the reason for my services was to help Bea through the transition of Barry's declining health. [ would speak to them both about how they shined with love for each other and that I know he wants Bea to be safe and secure when he is gone. It can be difficult to talk about death, but if Bea and Barry had discussed certain things as a couple while he was still alive, Bea could have avoided some of the issues she was faced with after Barry's death. According to Siporin, assessment is the "differential, individualized, and accurate identification and evaluation of problems, people, and situations and of their interrelations, to serve as a sound basis for differential helping intervention (as cited in Kirst-Ashman & Hull, 2008, p.34). During the assessment you gather information about a problem so that decisions can be made to solve it. Kathleen was able to explain to Bea that her role of being Barry's care taker has ended. The idea of living alone scared Bea and her health was also a factor she needed to consider for living arrangements and care. Bea's financial status was extremely lowered after Barry's passing and keeping up with her finances is a problem. Due to her grief she is experiencing depression and may need additional counseling to help her cope. Kathleen did encourage her that the feelings she felt were normal given her great loss. She listened to Bea talk about her feelings and anxieties she was experiencing. I would have reiterated Bea's problems more in depth, in hopes that she would realize her need for more community resources. I also would have continuously reminded Bea of her strengths so that she did not feel worthless or inapt. .>, Planning follows the assessment in the problem solving process. During the planning stage, the worker identifies the levels of intervention, including the resources available and the pros and cons of each strategy (Kohn, V 2010a). You can help the client prioritize problems and specify objectives and goals to be accomplished. I feel that client/worker contract of what is to be expected towards the end of their sessions together, the client is able to establish goals and notice improvement, Kathleen made a dual effort to try to help get Bea a roommate. The idea of a roommate would be a great solution for her financial situation and her loneliness. JFS was able to provide transportation and a homemaker, which removed some of Bea's physical burdens. Bea didn't want to give up her independence by moving into government housing but there is additional government funding that could be of tremendous help to her. Utilizing the grief support groups should have been a high priority for the planning process. \ \n helped CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN S Even though Bea was reluctant to go to group counseling she would have known that it was a goal for her progress through this transition. There are more resources that Kathleen could have provided her, such as prepared meals. All of these are great ideas, but Kathleen did not implement them like she should have. Each strategy should have been thoroughly discussed with the client, agreed upon, and then formalized in a contract. I believe this lack of structure and the nonexistence of established goals is what caused Bea to express that she sometimes feels worse after her meetings with Kathleen. A formalized contract is imperative to this case and should be implemented immediately. Implementation is actually doing the plan. Both the client and the worker follow the plan to achieve the established goals. This step is almost nonexistent in the case because the worker did not do a good job establishing the goals in the first place. Bea and Kathleen were able to work on some of the goals they had discussed in trying to obtain a roommate and counseling aid but I feel as though neither of them really knew what their goals were. I < \, . VNu ' \ where we stood each time. This process would help motivate Bea in making progress. According to Kirst-Ashman & Hull (2008), "Progress during implementation must be constantly monitored and assessed. Sometimes, new f-1 /I issues, situations, and conditions require that the plan be changed," (p.40). People change, therefore their problems vL" 'v \ ^ \ and needs change. It is necessary to evaluate the client's progress in order to see if the strategy is benefiting the client, and if not, what changes need to be made. When Bea admitted to having possible anxieties and phobias, it S A^ \rq changed her problems and needs. I would have evaluated the situation and made the appropriate changes to the plan, which would have included a psychological evaluation and possibly a different counseling approach. Evaluation is a time to reflect on the work that has been accomplished with the client. The social worker must V' be accountable and prove that their interventions have been effective (Kirst-Ashman & Hull, 2008, p.40). The social worker can look at the goals that were established and evaluate if they have been met. If all of the goals have been met the case can be terminated, however, if the goals have not been met, the case should be reassessed and new goals should be developed. Kathleen regularly discussed Bea's needs and suggested possible community resources but she did not implement a plan that would help Bea reach her goals. The worker should have evaluated the case and determine that new goals needed to be made. I would have insisted that the group grief counseling sessions be made an immediate goal. Because Kathleen must terminate her sessions with Bea, the new worker must be able to see where Kathleen left off and be able to reassess the client's needs and formulate new goals. 7 1 would have established attainable goals in the planning stage and then gone over the goals every two weeks and see CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN 9 Termination is when the worker/client relationship must end. The social worker must inform their client that their time will end soon and not abruptly end their sessions together. The worker should encourage clients to share feelings about the termination, as well as share their own feelings regarding the termination. This is a great time to reiterate the progress that has been made from the initial meeting and encourage the client to utilize the interventions that have helped them throughout the process. Kathleen informed Bea that Gretchen will be seeing her in the near future and had asked permission to discuss their time together with Gretchen. I feel that this was a good way to explain to Bea that the worker will no longer be seeing her in the future, but that her services would continue. There was not really any mention of Bea's feelings regarding the termination. I would have asked Bea how she felt about terminating her sessions and continuing with a new worker. Self-disclosure, or the "divulgence to a client of personal thoughts, information, feelings, values, or experience,"(Kohn, 201 Ob) would have been not only appropriate, but crucial during the termination process. It is important for the worker to disclose their feelings about the termination so the client can maintain trust with the worker and prepare for the future. It is also necessary to reiterate the progress that has been made as well as address goals for the future. I would have encouraged more of her accomplishments with her social life and have a more defined plan regarding Bea's financial status and living arrangements. JFS is not leaving her without assistance, as Gretchen will be there for Bea in the future months. I would assure her that Gretchen will be able to help with any assistance that she needs. Follow-up is the final step of the GIM. The purpose is to monitor its ongoing effects after the intervention is completed. You want to make sure your client is still functioning well on their own and see if any further assistance is necessary for their continued success. Because Gretchen will continue to provide Bea with the same type of services Kathleen was providing, further follow-up is not particularly necessary for Kathleen. However, this step was well thought out by Kathleen who wrote to the worker taking over for her. The letter she provided was well detailed and gave her a good understanding of where she had left off with Bea. Systems and Interventions Now, let's take a look at the different systems discussed in the case. First, let's look at the micro level, including the individual and family. Obviously, the individual, Bea Rosen was discussed. When talking about the individual, we are referring to the client. This includes the client's strengths, needs, feelings, and health based on the holistic and strengths perspectives. Another system discussed was the family. Bea's husband, Barry, was a crucial piece of the case because his death resulted in the majority of Bea's issues and needs. Bea's son Lenny and his CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN Id family were also discussed. Lenny is very supportive of his mother and visits her weekly to take her shopping. Bea also has a strong relationship with her two grandsons, who she keeps in touch with and visits with on occasion. Next, we will look at the mezzo level of intervention. This includes organizations and groups. JFS has provided many services to Bea, including counseling, homemakers, respite workers, shoppers, transportation, and economic assistance. Each of these services have intertwined at the micro, mezzo, and macro levels, as they have been crucial for the individual's well-being but have also included organizations and community resources. JFS also provides a seniors therapy group that Bea has not yet agreed to attend. Bea is reluctant to go to the meeting where people looked at the dark side of life opposed to the bright side. Although Bea has not agreed to go to the support group, it could be a significant intervention at the mezzo level. Finally, we will identify the community that surrounds Bea at the macro level. Bea has several supportive friends that she likes to spend time with. She goes shopping, watches television, goes for walks, and occasionally goes out to dinner with her friends and neighbors. Bea's doctor continues to provide health care for her and watches over her health carefully, although he is not as outgoing with her since Barry's death. Bea is looking for a roommate to share the expenses of her apartment as well as keep her company. Although the roommate would be a community resource at the macro level, a potential roommate could become an intervention at the micro level, becoming more like family rather than a resource. There are some community resources that Bea has not yet tapped into, such as senior apartment complexes and the Jewish community. Bea is reluctant to use these resources, but they could be helpful interventions at the macro level if she agrees to utilize them. The worker involved many systems in the intervention by providing services that involved the client at each of the three levels of intervention, micro, mezzo, and macro. Many of the resources overlapped in their level of intervention because they included systems from different levels. It is important to provide clients with a variety of resources at different system levels in order to find strategies that work best for the client. Social Work Roles The following is a list of the social work roles and their definitions as listed in Robin Kohn's, MSW, LCSW PowerPoint presentation Understanding Generalist Practice (2010): • Counselor- provides guidance to clients and assists them in a planned change or problem solving process • Educator- gives information and teaches skills to other systems • Broker- links client systems to needed resources CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN • 11 Case Manager- coordinates on behalf of a specific client, needed services provided by agencies, organizations, or facilities • Mobilizer- identifies and convenes community people and resources to identify unmet community needs and effect changes in the community • Mediator- resolves arguments or disagreements among micro, mezzo, or macro systems in conflict • Facilitator- guides a group experience • Advocate- speaks out on behalf of clients to promote fair treatment or gain needed resources The social work roles demonstrated in the case were counselor, broker, and case manager. One of the most important roles was that of the counselor. The worker acted as a counselor by listening to the client's problems and needs and then establishing strategies based on the planned change process that would help the client solve her problems and meet her needs. The worker also acted as a broker by linking Bea to several resources, such as support groups and government housing. Lastly, the worker acted as a case manager by coordinating services provided by JFS for the client. Some of these services included transportation, counseling, shoppers, and homemakers. Although the worker utilized three of the social work roles, there are others she could have implemented. For Y-- example, she could have acted as an educator by teaching the client healthy coping strategies or discussing exercises / or foods that would increase her energy level and overall health. If Bea had agreed to the seniors support group, (/ , ^j Ti f" *°/ O > then the role of facilitator would have been apparent in the case. The facilitator would hopefully guide the group £ V\s an We have now fully analyzed the case of Bea Rosen. First, we looked at a few genera! discussion questions and ^ provided appropriate responses. We then identified ethical issues the worker was faced with, how she dealt with them, and other ways they could have been dealt with. Thirdly, we examined how the worker used the planned ' \f- \- \e case, as wel recognized the social work roles that were demonstrated and which other roles could have been implemented. CASE ANALYSIS: LATE NIGHT WITH BEA ROSEN 12 References Kirst-Ashman, Karen, & Hull, Grafton. (2008). Understanding generalist practice' Belmont, CA: Brooks/Cole. Kohn, R. (2010a). Planning in the generalist practice [PowerPoint slides]. Kohn, R. (2010). School of social work course pack: sow3300- practice 1: understanding generalist practice. Orlando, FL: U n i v e r s i t y of Central Florida. Kohn, R. (2010b). Understanding generalist practice [PowerPoint slides]. McAuliffe, Donna Ph.D., University of Queensland Australia, March 2005. www.socialworker.com/jswve/content. National Association of Social Work. (1999). Code of ethics. \0(^—\V~-> f* C Rivas, R.F., & H u l l , G.H. (2004). Case studies in generalist practice. Mason, OH: Cengage Learning. 12 When Life Changes in an Instant Carla Sofia When the phone ang shortly. Surday i Pasla scomod it was her friend. Eindelig alise plans for their cuing to be a festa eighboring community. The promise of Now You foliage would be como te het adressful schedule of the first month of school when Paul weeked as the social worker for all of the udents in the local school dire She looked forward a peaceful drives the Adidack Mou De we were reaching the peak. 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Explanation & Answer

I have done the rough copy but need to do a fine copy like in the example and incorporate the questions. Hope it will be okay with you.

Running Head: WHEN LIFE CHANGES IN AN INSTANT BY CARLA SOFIA

Case Analysis: When Life Changes in an Instant By Carla Sofia
Student Name
Affiliation

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CASE ANALYSIS: WHEN LIFE CHANGES IN AN INSTANT BY CARLA SOFIA

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Abstract
This paper analyzes a case which involves a social worker known as Paula and two
students David and Gary. The social worker works for the school and the community. Paula was
assigned to the case of David and Gary that who had been involved in an accident. The paper
will be able to answer four questions I will have to look at the issues that Paula went through,
how she dealt with them and the other ways that the social worker could have used to deal with
the issues. I will first address the ethical issues that came up, the planned changed process which
is part of the Generalist Intervention Model. It will address the systems of interventions t hat were
carried out in each level, (macro, mezzo, and micro). Finally, it will address the social work roles
that Paula demonstrated.

Discussion Questions.
What important value and ethical issues were raised in the case? What other value and
ethical issues might be raised? How did the social worker deal with these? What alternative
ways might you deal with the issues presented?
According to the National Association of Social Workers, code of ethics, workers should
be self - determined. This means they should be ready to give their services with a lot of
determination and ready all the time. When Paula was called by the school head, she was hesitant
as she had other plans to go and relax. She did not want and she felt that that was too much work
for her. The social worker, either way, agreed to meet the school head and the response team that
was meeting (Coady & Lehmann, 2016).

CASE ANALYSIS: WHEN LIFE CHANGES IN AN INSTANT BY CARLA SOFIA

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The social worker could have trained the teachers on helping mechanism which would
they could have used in times of emergency when Paula is not around or when she was attending
another case in the community. This would relive her some work since she was to serve in the
community and in the school.

Explain the planned change process and cite examples to show how the worker utilized
each step (Engagement, Assessment, Planning, Implementation, Evaluation, Termination,
and Follow-up). What would you have done differently throughout the process?
Remember to include core competencies or practice behaviors.
During the planned changed process, the social worker uses the generalist intervention
model. This model helps the social worker to work within some level of the environment which
would either be the micro, mezzo and macro level. It also has some 7 steps process which
includes the Engagement, Assessment, Planning, Implementation, Evaluation, Termination, and
Follow-up. Paula was able to use all these stages.
Engagement process happens during the social worker and the client's first meeting. It
involves interactions and introductions which are aimed at getting the clients trust and also
establishing a healthy relationship. It also involves finding a common activity that they enjoy as
this would make them be at ease. Asking of open headed questions which make the social
worker get to understand the client's expectations. During this stage, Paula talked over the phone
with Gary and David's parents when they had called Barbara and build trust. She asked them

CASE ANALYSIS: WHEN LIFE CHANGES IN AN INSTANT BY CARLA SOFIA

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whether they were okay if he puts the phone on a loudspeaker so that the response team may hear
the report. To build trust Paula said that she had the family in her thoughts.

The Assessment process involves going through the information shared by the client and
reviewing the ways through which the social worker will use to help the client. In this process,
the social worker and the clients, identify the problem and the intervention. The client's strengths
are also supposed to be identified and voiced out so that the client may get some confidence
during the helping process. In the case study, Paula promised to assess the situation of Julie so as
to know whether she was ready to attend school. She also explained to the head of the school that
she would help the children on the next week to cope with the devastating news of their
colleagues.
After an assessment, the next step is planning. In this step, the social worker works
towards finding the intervention to the problems. The intervention includes identifying the
resources available to solve the problems, the advantages, and disadvantages of every
intervention strategy (Kirst-Ashman, & Hull, 2010). The social worker should also help the
client to prioritize her problems and help them to set goals and concerning succeeding in their
helping process.
In the case study, Paula challenges the response team to come up with a disaster
preparedness plan which she had already written down questions that they were to use while
planning on the planning process. The planning process would involve the whole response team.
She helped the team to focus on prioritizing problems and working on them first. The most

CASE ANALYSIS: WHEN LIFE CHANGES IN AN INSTANT BY CARLA SOFIA

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important thing here was the disaster preparedness as the school was still on a shock concerning
a disaster that had happened before. They had to address the issue as fast as possible.

The implementation process is where both the social work and the client use the follow
the plan they had set so as to achieve the goals set. Through this process, the social worker
monitors the progress of the client and records the changes. Assessments are also done regularly
and this help motivates the client to keep going. Positive changes are communicated to the client
making the journey a bit easy for them (Reamer, 2013).If there is changes that are seen the social
worker can opt to try a different helping plan for her client. In this case study, there were no
goals set at the beginning and therefore there was no implementation done by the social worker.
Paula could have organized with the parents of David and Gary to set with the goals and keep
monitoring their progress through the healing process. Through this, he would be giving them
responses concerning their strengths and the improvements they were making.
In the Evaluation stage, the social worker and the client determine whether the goals that
they had set before are accomplished. It is the responsibility of the social worker to ensure that
the interventions that she had come up with have been effective on the client. If the interventions
have worked and the client can now independently work on their issues then the social work can
terminate the case. If they are not achieved, a re-assessment can be done and new goals set. From
the case study, there were no goals set hence no evaluation that could have been done.
Termination is the second last stage of the generalist intervention model. This is where
the client and the social worker end ( LeCroy ,1999).The social worker should make the client
aware that their session is going to end and not just end it without communicating. Before the

CASE ANALYSIS: WHEN LIFE CHANGES IN AN INSTANT BY CARLA SOFIA

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termination, the s...


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