(MSW 517 / Module 6) Immersion Preparation

Immersion Preparation for Students

MSW 517-Specialized Practice

Introduction:

You are assigned as a second-year school MSW intern at a large urban high school. In this

advanced internship you work closely with your LCSW supervisor running groups and

individual sessions with students. From time to time, you also do some family work with

students and their families. You initially met Jade when they started attending an empowerment

group that you were facilitating a few weeks back. In recent weeks you have been seeing Jade in

weekly individual sessions at their request.

Jade Martinez

Jade is a 17-year-old transgender male who uses the pronouns they/them. Jade has lived with

their maternal grandmother, Benita for the past 8 years. Jade’s biological mother, Maria, is

Cuban American and identifies as white Cuban. Her and their father is from the Dominican

Republic and returned to his home country when Jade was just 3 years old. Jade identifies as

Afro-Latina. Jade does not have a close relationship with their father. Jade’s mother, Maria,

relinquished parental rights to Jade when they were just 10 years old and Jade’s grandmother

was granted legal guardianship. At age 9, Jade made allegations of sexual abuse against Maria’s

long-term paramour, Alejandro. The allegations were substantiated by children’s protective

services. While child welfare professionals investigated both Benita and Maria for failure to

protect, both were cleared at the conclusion of the investigation. Jade’s grandmother, Benita, was

very responsive in the immediate aftermath of the abuse and connected Jade with a therapist to

process the abuse.

Jade was born female and given the name Isabel. Jade has identified as male for as long as they

can remember. While their family considered them to be a “tomboy” throughout childhood, at

age 15 Jade confided in a small group of close friends that they were transgender. Jade fears that

Benita will not be supportive of their trans identity and doubts that she will agree to stop using

their deadname, Isabel. Jade intends on having gender confirmation surgery when they turn 18.

Jade and Benita have experienced political and ideological divisions. Jade feels very upset with

their Benita’s for her conservative beliefs. Benita routinely makes negative comments LGBTQ+

individuals and often shares Facebook posts that mock Black Lives Matter supporters. Given that

they are Black and transgender, Jade feels a sense of betrayal and shame from the person who

they trust most. Jade has increasingly become more involved in advocacy groups at school. They

are involved in the school’s PRIDE chapter and Young Progressive Democrats group.

Employment status

Jade is a full-time student works part-time at a nearby coffee shop.

Ethnicity and Race

Jade is Afro Latina. Their mother identifies as white Cuban and their father is Afro-Dominican.

Her returned to the Dominican Republic when Jade was a small child.

Religion

Jade identifies as agnostic. While they grew up in the Roman Catholic church, they largely reject

many of the church’s teachings.

Political Views and Affiliation

Jade identifies as a progressive liberal. They are involved in their school’s chapter of the Young

Progressive Democrats. They are very politically active and phone banked for a number of

progressive candidates in the most recent election.

Ms. Benita Martinez, Grandmother

Benita Martinez is the 65-year old maternal grandmother of Jade. She has had full guardianship

of Jade for over 6 years. After several episodes of Maria, Benita's daughter, dropping off Jade for

a visit and not returning for several days or weeks, Benita requested legal guardianship, which

Maria willingly gave. Benita used her guardianship rights to enroll Jade in school, Medicaid, and

food stamp benefits to adequately care for her granddaughter. Before Jade disclosed the sexual

abuse by Alejandro, Benita's long-time paramour, she prided herself on providing a safe home

for Jade. When she learned of the abuse, Benita took immediate action involving law

enforcement and cooperating with child protective services. She also made sure that Jade

received therapy to process the abuse. Benita has lived with a lot of guilt since the disclosure of

the abuse, and her relationship with Jade has been strained.

Benita is not aware of Jade’s transition and has always and continues to refer to Jade as Isabel.

Benita has expressed some discomfort with Jade’s masculine presentation and interests and has

routinely expressed that she wished they would dress and act more feminine.

Employment status

Benita is a retired certified nurse's aide. She receives a pension and social security benefits.

Ethnicity and Race

Benita identifies as Cuban American. She identifies her ethnicity as Hispanic and her race as

White.

Religion

She is an active Roman Catholic that attends church services every Sunday. She volunteers at the

church several times a week. She is known for her devotion to her church.

Political Views and Affiliation

Benita identifies as a conservative who is opposed to left-leaning politics, with any hints of

socialism, which caused her to flee her homeland in the 1980s. She has been a registered

Republican since receiving her citizenship through naturalization in the early 2000s.

Other Information

Benita has suspicions about her granddaughter's gender expression and sexual orientation and

blossoming “socialist” political views, but she is in denial. She continually prays that neither is

true.

Social Work Competencies:

Because the immersion asks you to show competency in all nine of the social work competencies

(at either the generalist or specialized levels), it’s important that you take some time to research

some areas of practice relevant to this situation.

Competencies 1-5 focus on issues related to professionalism and ethics in social work, diversity

and inclusion, policy practice, social justice and human rights, and research.

Competencies 6-9 focus on the specifics of client interactions: engagement, assessment,

intervention and evaluation.

Expected Skills:

Plan to come to the immersion prepared to engage social work skills such as:

• Listening skills

• Rapport building skills

• Ability to apply an understanding of system levels

• Ability to apply policies such as confidentiality and ethics

• Ability to apply an understanding of human rights and advocacy to the scenario

• Ability to apply Non-Western practice approaches like Mindfulness

Preparation Guide:

Prior to immersion, familiarize yourself with the components listed below:

Trans youth identity: To prepare, you should consider looking into the following:

• Trans youth identity

• The impact of family acceptance and family rejection on trans youth

• Psychoeducation about trans identity

Diversity and Cultural competence: What are diversity issues you expect are important given

the family’s racial and ethnic backgrounds?

• Consider Jade’s experience as a second generation Afro-Latina youth. Consider what that

might mean to them and how that might impact their relationship with family, peers, etc.

• Review dynamics related to acculturation with second generation youth.

• Consider how theories such as feminist theory, post-colonial theories, and critical race

theory can be used to empower Jade and their family and address structural barriers they

are facing.

Ethics: Review the Code of Ethics as it is the best tool to help navigate any ethical issues that

may arise during the scenarios

• Examine potential dynamics related to confidentiality with LGBTQ+ youth

• Consider the importance of the code’s emphasis on respecting a client’s dignity and

worth

Human Rights and Social Justice:

• Consider the ways in which Jade’s experiences might have been impacted by structural

and systemic injustice

• Be prepared to the ways in which the school social worker could potentially advocate for

systemic change within the school, community, etc.

Evidence-Based Practice

• Examine the evidence of the impact of family acceptance and family rejection on

LGBTQ+ youth

• Examine research the addresses early childhood sexual abuse with specific attention to

Jade’s racial and SOGIE identity.

Trauma Informed Care:

• The effects of early childhood sexual abuse experiences

• Trauma informed care with LGBTQ+ youth

• Consider dynamics related to generational trauma in the family

Intersectionality

• Be prepared to examine Jade’s intersecting identities

• Examine how those intersections can impact their relationships, safety, support system,

etc.

Interdisciplinary Collaborations:

• Be prepared to examine potential interdisciplinary collaborations that the social worker

(you) can use to engage with Jade and their family

• Consider the systems involved in Jade’s life

Supervision Scenario Guidance:

The purpose of supervision is to provide a safe and supportive environment, to openly discuss

thoughts and feelings regarding practice issues. Plan to approach supervision as a learning

opportunity. It is important to engage in reflective processing during supervision. Supervision is

not something that you can get “right” or “wrong”; it is a process for professional growth and

development.

Immersion Scenarios:

Scenario 1: Preparing to come out

Today you are meeting in an individual session with Jade. The emphasis on this session will be

to assist Jade in preparing for coming out as transgender to their grandmother. Your job is to

engage with Jade towards developing a positive relationship. Consider various factors as you

meet with Jade their age, identity, reasons for coming to you, etc. As you engage, think of the

knowledge, values and skills needed to effectively engage with Jade. Be prepared for Jade to

share personal information with you. Remember how to demonstrate empathy as well as react

appropriately to sensitive information from a client.

Jade expresses that they fear that their grandmother, Benita, will be disappointed and ashamed of

their identity. They also disclose for the first time that they are in a romantic relationship with a

16-year old Black female named Ericka. Jade has spent a great deal of time with Ericka over the

past year and Jade’s grandmother is under the impression that Ericka is Jade’s best friend. Jade

also discloses that they are sexually active with Ericka.

Jade is very comfortable with their sexual orientation and gender identity. They have come out to

friends and teachers and have been mostly met with acceptance and affirmation. Jade also

knows that Benita feels an intense amount of guilt about the sexual abuse that Jade experienced

years earlier. Jade feels that she dealt with the guilt and confusion of the abuse by becoming

“hyper-religious”. Jade’s grandmother is also disappointed at Jade’s interests in politics,

specifically their participation in the young Progressive Democrats meetings. They know that she

is frightened at what she believes is a socialist club. Jade’s feels that Benita is under the

impression that this group has placed ideas in their head about the LGBTQ community being"

accepted" and" normal," which is not true because that lifestyle is" sinful." The two things Jade

fears the most is Benita’s rejection and the prospect of being kicked out of the only home they

have ever known. Jade loves their grandmother very much and hopes that she can accept them

for all the intersectional of their identity.

Some areas to consider in your session with Jade:

• How do they feel about their identity and what does it mean for them to identify as transgender?

• What do they hope to convey to their grandmother about their identity?

• Explore how you might work with Jade to prepare them for their grandmother’s reaction. Consider how you might prepare them if their grandmother is rejecting, accepting or

somewhere in between.

• Emphasize trust and rapport and potentially explore the dynamics behind why they have chosen to disclose this information at this time. Explore the strengths and resilience that

Jade has exhibited while navigating this situation and where that strengths and resilience

come from.

• Consider examining what is says about their relationship that it is so important for Jade to confide in their grandmother. Examine the strengths of their relationship.

Scenario 2

Based on your experience in the first meeting with Jade, you engage in a conversation with your

field supervisor about the situation. Be prepared to discuss the ethical issues involved, the policy

issues at play, the type of research you’d need to do to better understand Jade and their situation.

Also be able to summarize the human behavior knowledge you’d use in assessing Jade and their

current issues. Discuss any diversity issues that affect Jade’s situation as well. Some questions

to consider with your supervisor:

1. How do diversity and differences shape experiences to the client in the case? Consider

the multiple levels of various systems involved.

2. How you would engage the interaction with the adolescent and consider them as experts

in their experiences?

3. What will be some of your own biases that you would be mindful of when working with

the client? How would you keep those in check?

4. What policies affect your next steps with Jade? Are there school, state and federal

policies at play?

5. Is there any research you would need to assist in next steps with Jade? If so, from what

areas?

6. Are there any theories that particularly help you understand Jade’s situation, their

development, etc.?

7. Discuss if you should, and if so, how you would engage the Jade’s grandmother, Benita.

Elaborate on the pros and cons.

Scenario 3A: The Family Meeting

After working in close collaboration with Jade, you have invited Jade’s grandmother, Benita, in

for a family session. The aim of this session is for Jade to disclose their gender identity to their

grandmother and potentially discuss their relationship with Ericka. This meeting will take place

at the end of the school day in your offices.

Both Jade and Benita are noticeable tense when they arrive. This is the first time you are meeting

Benita. Your perception of her so far is based solely on Jade’ depiction, which is influenced by

Jade’s mounting anxiety about disclosing their identity to their grandmother. They are also

concerned about revealing their relationship with Ericka.

During this session, you will observe the family dynamics and engage the family in meaningful

discussions to mediate any immediate issues presented while you are with the family. You will

ask Benita to share her concerns and understand any concerns she may have about parenting

Jade. Given the generational gap, you anticipate she may have different views than her

granddaughter on several topics (including LGBTQ issues, religion, and politics).

Your goals are to get to know Benita, help facilitate a discussion about Jade’ concerns, and

assessing the individual and family needs to customize treatment plans and interventions to

address the family's issues.

This scenario focuses on both assessment and intervention at the individual and family levels, so

it’s important to demonstrate the skills needed to conduct such a meeting while also

incorporating the relevant knowledge and values for this case.

Be prepared to:

• Assess Benita’s level of acceptance of Jade’s identity. Process where those feelings are

coming from in a manner that is both sensitive and understanding.

• Process any concerns, fears, or frustration that Benita might have related to Jade’s

disclosure.

• Assess and process Jade’s response to Benita. Externalize any potential comments that

you feel could be perceived by Jade to be shaming, discouraging or adverse in any other

way.

• Provide psychoeducation to Benita about Jade’s identity and what it means to be

transgender. Be prepared to dispel any myths or misinformation.

• Explore with Benita the potential impact that her level of acceptance or rejection can

have on Jade’s well-being.

• Be prepared to explore with both Jade and Benita what acceptance and affirmation would

look like.

Scenario 3B

Scenario Three, Part Two-Making a treatment plan

A treatment plan requires you have time to think. Given what happened in the previous session,

go through the steps below to create a tentative plan for Jade and Benita. You will work in close

consultation with your supervisor on this plan.

Collect and organize data. Apply critical thinking to interpret information from clients and

constituents – this could be presented in the form of a summary and interpretation skills used

while interviewing Jade.

1. Apply knowledge of human behavior and the social environment, person-in-environment,

and other multidisciplinary theoretical frameworks in the analysis of assessment data

from clients and constituencies - use the information from your meeting with Jade. and

now with her foster parents to present Jade and the family with your assessment and

understanding of the current challenges.

2. Develop mutually agreed-on intervention goals and objectives based on the critical

assessment of strengths, needs, and challenges within clients and constituencies – at least

2 goals.

3. Which intervention method or framework would work best considering the client

background, presenting problem and the agency setting as well as scope of practice?

Your district’s supervisor of all social workers, Jenna, routinely sits in on supervision sessions

when she is on campus and she just happened to request to sit it on this session. Your supervisor

has agreed to allow Jenna to sit in on this session.

Scenario 4, The Follow Up

Scene 4

Jade and Benita are back a few weeks later for their follow-up appointment, which is also

afterschool. You still sense some tensions between them, but it is not as intense as the previous

week. You have two goals in this session (1) assess how the family has been doing since last

week's meeting, (2) discuss the status of existing and evolving concerns, (3) present your

proposed intervention plan and (4) evaluate the families willingness to follow through with

services.

During this session, you may be challenged by Jade and Benita that some elements of the

intervention plan does not align with their personal views and values. During this session, Jade

and/or Benita may also share new or emerging concerns that we're previously unknown and

disclosed to you at that moment. You must consider these new concerns and the client's

stipulations to make changes to your original service plan, which requires consensus from Jade

and Benita.

Scenario 5: Wrap-Up

This scenario will focus on the macro issues that affect Louisa, with social justice, policy

practice and evaluation of practice as primary concerns. Competencies 3, 5 and 9 will be

addressed.

You are in a supervision session to discuss Jade’s case from the perspectives of social justice

issues, policy-related issues and to evaluate your work with Jade, including any interventions

you’ve recommended. Think about the social justice and human rights issues presented by

Jade’s case, on a macro level, as well as mezzo and macro. Also think about the various federal,

state and agency policies that affect Jade’s life. Finally, imagine what success will look like for

Jade and the ways you will ascertain if goals have been reached.

In addition, be prepared to examine the impact of things like systemic racism and transphobia

and how they pertain to Jade’s case. Think about the structural changes that would need to occur

for Jade to have an accepting and affirming experience.

Just Do Your Best

It’s not important that you’re perfect! It’s important that you’re thoughtful, reflective and do

your best to use what you’ve learned thus far to work with Jade and their family. Be mindful of

issues related to Jade’s intersecting identities and do not underestimate the vital role that a social

worker can play in bringing families together, even on issue where there is a great deal of

disagreement and division.