Case Study Final

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CASE STUDY

You are an independent family therapist. This a.m. your office assistant provides you with a new referral received from the Department of Family Services’ Child Welfare Division. The family has been referred for family therapy at the request of the child welfare worker. It is the plan of the agency to keep the family together; removing probability of summary removal of their three children. The following is a review of their current status and justification for this referral:

Family Composition:

William D. Fredericks (age 40)

Occupation – Mail Carrier

Evelyn B. Fredericks (age 38)

Occupation – Elementary School Teacher

Warren T. Fredricks (age 13)

7th grade (Middle School)

Wendell I. Fredricks (age 8)

3rd grade (Elementary School)

Elizabeth A. Fredricks (age 3)

Pre K – 3 year old class (Public School/Preschool Academy)

African-American Family

Residence- suburbs of South Miami, Florida

Couple married 16 years

Resided in their home/community15 years

The family became known to the division of child protective services on August 25, 2014, as a result of a referral from University Hospital’s Social Worker Ms. Cassandra Williamson. It is Ms. Williamson responsibility to link clients to services prior to their dismissal following a crisis involving a child evidencing signs of neglect. On the eve of August 24th Elizabeth A. Fredericks, age 3 was rushed to the hospital’s ER for immediate services as a result of ingesting alcohol. When the minor’s parents arrived with the child the mother and father evidence a strong odor resembling that of alcohol. Unfortunately, due to the urgency to administer care to the child the staff did little to confirm their suspicions of alcohol use of the parents. The child was treated and remained in the hospital for care. Before the child could be released back to the charge of her parents Ms. Williamson contacted the Department of Family Services’ Child Welfare Division for the assistance and follow up with this family.

The case was documented through intake and passed on for a more detailed investigation. The investigative worker was Ms. Janice Dunlap. After a thorough assessment of the home, the parents and the needs of the children Ms. Dunlap’s assessment was as follows:

Assessment:

· Parents admitted to having had drinks the night of the child’s consumption of alcohol

· Parents were out of the room when the child gained control of the Volka

· When they returned the child had consumed approximately ¾ cups

· They immediately rushed her to the hospital – disregarding that they had been drinking (approximately from 6:00pm. until 9:00pm) – had a bad day at work and was winding down over cocktails

· They claim that this was an isolated situation though they admitted to having cocktails every evening around the same time frame

· The older children reported:

. The other two children appear to be more fearful of their mother and disclosed that she drinks the most as evidence by their report of having seen her pass out on some occasions

. contends that their father does not drink as much and tends to be more compassionate with them when their mother is under the influence

. their father is more of the nurturer “they call him momma”

. though their mother is verbally abusive she has never hit them during her drunkenness

. the parents are having a hard time with the 3 year old as she soils her clothes and goes into the closet and defecates on the floor

· While the mother and father both maintain jobs their home was immaculately clean with adequate food and living necessities

· The older two children are the biological children of the couple; the younger child was adopted at 6 months old

· Both parents are educated and well spoken

· Ms. Williamson describes the couple as unfriendly and resentful of this home invasion of their privacy. In their mind they are ideal parents who simply enjoy the cocktail hour. During one of the visits Ms. Williamson notice a terrible bruise on Mrs. Frederick’s mouth. When she addressed it Mrs. Frederick’s informed her that she has just been diagnosed with oral cancer.

Alabama A&M University

College of Education, Humanities and Behavioral Sciences

Department of Social Work, Psychology and Counseling

Undergraduate Social Work Program

SWK 501 – Social Work Practice II

FAMILY ASSESSMENT AND INTERVENTION PLAN – RUBRIC

TOTAL:

Grading: A=90-100; B=80-89; C=70-79; D=60-69 and F=0-59

Grade: ____

Criteria	0 Non-Performance	4.38 Partial	4.94 Proficient	5.55 Exceptional
Learner complete a thorough 10 page written assessment and intervention plan	Learner failed to complete a thorough 10 page written assessment and intervention plan (less than 9 pages)	Learner partially completed a thorough 9 page written assessment and intervention plan	Learner was proficient in completing a thorough 9.5 page written assessment and intervention plan	Learner was exceptional in completing a thorough 10 page written assessment and intervention plan
Learner utilize APA formatting, course work, outside peer reviewed resources and provided a reference page	Learner failed to utilize APA formatting, course work, outside peer reviewed resources and provided a reference page	Learner partially completed APA formatting, course work, outside peer reviewed resources and provided a reference page	Learner was proficient in completing APA formatting, course work, outside peer reviewed resources and provided a reference page	Learner was exceptional in completing APA formatting, course work, outside peer reviewed resources and provided a reference page
Learner provide brief introduction of case study	Learner failed to provide a brief introduction of case study	Learner partially provided a brief introduction of case study	Learner was proficient in providing a brief introduction of case study	Learner was exceptional in providing a brief introduction of case study
Learner create an eco-map depicting the family relationships	Learner failed to create an eco-map depicting the family relationships	Learner partially created an eco-map depicting the family relationships	Learner was proficient in creating an eco-map depicting the family relationships	Learner was exceptional in creating an eco-map depicting the family relationships
Learner apply Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment	Learner failed to apply Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment	Learner partially applied Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment	Learner was proficient in applying Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment	Learner was exceptional in applying Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment
Learner list questions for each identified problem	Learner failed to list questions for each identified problem	Learner partially listed questions for each identified problem	Learner was proficient in listing questions for each identified problem	Learner was exceptional in listing questions for each identified problem
Learner list additional information needed in order to effectively intervene with the family	Learner failed to list additional information needed in order to effectively intervene with the family	Learner partially listed additional information needed in order to effectively intervene with the family	Learner was proficient in listing additional information needed in order to effectively intervene with the family	Learner was exceptional in listing additional information needed in order to effectively intervene with the family
Learner triage and discuss the 3 most pressing problems faced by the family	Learner failed to triage and discuss the 3 most pressing problems faced by the family	Learner partially triage and discuss the 3 most pressing problems faced by the family	Learner was proficient in triaging and discussing the 3 most pressing problems faced by the family	Learner was exceptional in triaging and discussing the 3 most pressing problems faced by the family
Learner create a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family	Learner failed to create a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family	Learner partially created a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family	Learner was proficient in creating a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family	Learner was exceptional in creating a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family
Learner’s intervention plan identify specific problems	Learner’s intervention plan failed to identify specific problems	Learner’s intervention plan partially identified specific problems	Learner’s intervention plan proficiently identified specific problems	Learner’s intervention plan was exceptional in identifying specific problems
Learner’s intervention plan identify goals and objectives	Learner’s intervention plan failed to identify goals and objectives	Learner’s intervention plan partially identified goals and objectives	Learner’s intervention plan proficiently identified goals and objectives	Learner’s intervention plan was exceptional in identifying goals and objectives
Learner’s intervention plan list strategies (theory skills and techniques to be used with the family)	Learner’s intervention plan failed to list strategies (theory skills and techniques to be used with the family)	Learner’s intervention plan partially listed strategies (theory skills and techniques to be used with the family)	Learner’s intervention plan proficiently listed strategies (theory skills and techniques to be used with the family)	Learner’s intervention plan was exceptional in listing strategies (theory skills and techniques to be used with the family)
Learner list client’s task	Learner failed to list client’s task	Learner partially listed client’s task	Learner was proficient in listing client’s task	Learner was exceptional in listing client’s task
Learner list worker’s task	Learner failed to list worker’s task	Learner partially listed worker’s task	Learner was proficient in listing worker’s task	Learner was exceptional in listing worker’s task
Learner identify existing strengths of the family	Learner failed to identify existing strengths of the family	Learner partially identified existing strengths of the family	Learner was proficient in identifying existing strengths of the family	Learner was exceptional in identifying existing strengths of the family
Learner discuss their 1st visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner failed to discuss their 1st visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner partially discussed their 1st visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner was proficient in discussing their 1st visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner was exceptional in discussing their 1st visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment
Learner discuss their 4th visit with the family and write’s an empathic response about their continued anger about being ordered into treatment	Learner failed to discuss their 4th visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner partially discussed their 4th visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner was proficient in discussing their 4th visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner was exceptional in discussing their 4th visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment
Learner discusses their anticipated comfort level in working with the family and any challenges they might face.	Learner failed to discuss their anticipated comfort level in working with the family and any challenges they might face.	Learner partially discussed their anticipated comfort level in working with the family and any challenges they might face.	Learner was proficient in discussing their anticipated comfort level in working with the family and any challenges they might face.	Learner was exceptional in discussing their anticipated comfort level in working with the family and any challenges they might face.
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