The adolescent stage can be described as a time where there is a loss of innocence and a preentry into adulthood. A large part of being an adolescent is beginning that process of stepping out into the world and learning about oneself as a unique and autonomous individual. This movement out into the world is contingent upon the knowledge that this young person will have a safe and secure home to return to at the end of the day. If a traumatic loss or event has occurred in the adolescent’s life, there may be no safe base to which this individual can return. Attachment theory teaches us that a young person’s ability to attach/engage with peers, family, and other potential support systems is an important aspect of the developmental process. During the adolescent stage of development, assessing attachment styles is important because it provides a window into how the adolescent relates to others, which allows the clinician to choose the appropriate intervention.
Discussion 2: Developmental Stages
Understanding an adolescent’s behavior can be at times elusive and even frustrating. Due to the multiple aspects of the developmental tasks during these years, it can be at times quite challenging to clearly define the issue(s) at hand. Assessment during this stage will include an evaluation of whether an adolescent’s actions are indicative of unhealthy behavior or merely representative of being an adolescent. A comprehensive assessment that includes an evaluation of the client’s developmental stage is a priority when working with this age group.
1. For this Discussion, choose the opposite case from Discussion 1 and use Erikson’s developmental theory. Post a 1 hole page or more answer and support all your written I ideas with 2 APA citations per paragraph and references. Use the Learning Resources given in the work as REFERENCES. Write your answer with an assessment of whether the client is mastering the stage of identity. Identify the areas that should be addressed in an intervention based on his or her developmental stage. Describe how you might address those areas. This is for a Masters course not for a Bachelors course
Support your posts with specific references to this week’s resources. Be sure to provide full APA citations for your references.
Bradley Family Episode 2
Bradley Family Episode 2
Program Transcript
DOCTOR: Tiffany, what are you thinking?
TIFFANY: I was remembering being out on the street. I got in trouble for not
make enough money. I don't want to talk about it.
DOCTOR: That necklace is beautiful.
TIFFANY: Thank you. I think so. You really like it?
DOCTOR: Yeah, I do. I like your shoes, too.
TIFFANY: I like to shop. It makes me forget for a while, you know? You're asking
me to share my feelings about what's going on, but it's hard, you know. I've got
so many feelings.
DOCTOR: Take your time.
TIFFANY: I miss Donald. I know I shouldn't say that. He loved me, he really did.
DOCTOR: You also told me that he hit you and sold you to another pimp.
TIFFANY: Yes, but you don't understand. The house where I was growing up, I
never felt safe. My mother, she didn't love me, not really. Like other girls I knew.
There were other things, too. Someone in the family, he would abuse me
sometimes. Nobody seemed to care, only Donald. He came along and he got me
out of there. He was my boyfriend and he protected me.
DOCTOR: So you're telling me all the positives he did for you, and how you felt
safe with him and he loved you. Can we also talk about what you said he did that
wasn't so loving and kind? You were together for two years and there were a lot
of things that happened during that time that weren't very good for you. Can we
talk about that?
Bradley Family Episode 2
Additional Content Attribution
MUSIC:
Music by Clean Cuts
Original Art and Photography Provided By:
Brian Kline and Nico Danks
©2013 Laureate Education, Inc. 1
USW1_SOCW_6111_
Week0409_Brady.pdf
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Brady reported that there had been
physical altercations between him and his father. I called Steve
in and told him what Brady had discussed in the session. Brady
confronted his father, telling him how he felt when they fight.
He also told Steve that he had become “meaner” after “mommy
died.” Steve admitted to physical altercations in the home and
an increase in his irritability since the death of his wife. Steve
and Brady then hugged. I told them it was my legal obligation
to report the accusations of abuse to Child Protective Services
(CPS), which would assist with services such as behavior modifica-
tion and parenting skills.
Steve asked to speak to me alone and became angry, accusing
me of calling him a child abuser. I explained the role of CPS and
that the intent of the call was to help put services into place. After
our session, I called CPS and reported the incident. At our next
session, after the report was made, Steve was again angry and
asked me what his legal rights were as a parent. He then told
me that he was seeking legal counsel to file a lawsuit against me.
I explained my legal obligations as a clinical social worker and
mandated reporter. Steve asked me very clearly, “Do you think
I am abusing my son?” My answer was, “I cannot be the one
to make that determination. I am obligated by law to report.”
Steve sighed, rolled his eyes, and called me some names under
his breath.
Brady’s case was opened as a child welfare case rather than
a child protective case (which would have required his removal
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
32
from the home). CPS initiated behavior modification, parenting
skills classes, and a school evaluation. Steve was ordered by the
court to seek mental health counseling. One year after I closed
this case, Brady called me to thank me, asking that I not let his
father know that he called. Brady reported that they continued to
be involved with child welfare and that he and his father had not
had any physical altercations since the report.
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
108
5. What were the agreed-upon goals to be met to address the
concern?
The goal was to find solutions to alleviate their frustrations and
the discord in their relationship.
6. Did you have to address any issues around cultural compe-
tence? Did you have to learn about this population/group
prior to beginning your work with this client system? If so,
what type of research did you do to prepare?
I was aware and sensitive to the fact that they were a gay couple.
I was cognizant of the possible biased reactions they might
have received from administrators at Jackson’s school and their
surrounding community. I inquired into their interactions with
the adoption agency and the school to get a sense of any nega-
tive interactions that might have impeded service delivery. I also
suggested a support group for lesbian and gay couples who adopt.
7. How would you advocate for social change to positively
affect this case?
I would advocate for better education for foster and adoptive
parents on the resources they may be eligible to receive.
8. How can evidence-based practice be integrated into this
situation?
Using weekly scaling questions would be one way in which
evidence-based practice could be implemented.
Working With Families: The Case of Brady
1. What specific intervention strategies (skills, knowledge, etc.)
did you use to address this client situation?
I used structural family therapy, particularly the use of a geno-
gram. I addressed issues of grief and loss and child development.
Finally, I used education to help them learn about services avail-
able and crisis intervention.
2. Which theory or theories did you use to guide your practice?
I used structural family therapy.
3. What were the identified strengths of the client(s)?
Brady’s bravery in disclosing the altercations between himself
and his father showed great motivation and strength.
APPENDIX
109
4. What were the identified challenges faced by the client(s)?
Steve was resistant to his own mental health needs and the effect
on his relationship with Brady. Brady was not receiving proper
evaluation and intervention for his presentation of develop-
mental delays/disabilities. Brady and Steve were clearly dealing
with unresolved grief due to the death of Brady’s mother.
5. What were the agreed-upon goals to be met to address the
concern?
The goal was to obtain a second evaluation and then provide
suggestions of services to improve Brady’s behavior in the
home and at school.
6. What local, state, or federal policies could (or did) affect
this situation?
The child abuse reporting laws were relevant to this case.
7. How would you advocate for social change to positively
affect this case?
I would advocate for more education and support for children
with developmental disabilities and their parents. It was clear
that Brady had an intellectual disability that had not been previ-
ously acknowledged nor properly addressed.
8. Were there any legal/ethical issues present in the case? If
so, what were they and how were they addressed?
While the reporting laws and ethics for clinicians are very clear
in a case like Brady’s, there is always the concern that a parent
might file a lawsuit against the social worker for making the
report. These are cases in which the clinician’s documentation
of the sessions needs to be accurate and thorough to justify the
CPS report.
9. Describe any additional personal reflections about this case.
I am often asked by students, “Do you find it difficult to make
calls to Child Protective Services and does it get any easier?”
My answer to that question is no, I do not find it hard to make calls
to CPS because those institutions are there to help. However,
I do continue to find it hard to hear stories of abuse from chil-
dren. That will never get easier. I have learned a great amount of
humility in these cases. If a child (or adult) finds my office space
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
110
safe enough and is able to disclose such complex issues as these
to me, I feel honored. It is because a client trusts me enough to
tell me these things that I feel responsible to do my job.
Working With Families: The Case of Carol and Joseph
1. What specific intervention strategies (skills, knowledge, etc.)
did you use to address this client situation?
This case required extensive use of active and passive listening
and patience to enable the client to become sufficiently comfort-
able with me and to arrive at a point where she could work on
her issues. Initially she was very angry, hostile, resistant, and
very much in denial.
2. Which theory or theories did you use to guide your practice?
I work with people in their homes, which is their territory, not
mine. I think it is very important to be aware of how I would feel
if I were in their shoes. The person-in-environment perspective
and Carl Rogers’ person-centered approach are crucial here.
3. What were the identified strengths of the client(s)?
She was smart and had a good support system in her husband
and mother, who were very supportive during her treatment.
4. What were the identified challenges faced by the client(s)?
Carol was a severe alcoholic and had a drug problem to a lesser
extent. She had psychological issues as well, including low self-
esteem, depression, and anxiety. She also had transportation
and legal problems as a result of losing her driver’s license after
the DUI.
5. What were the agreed-upon goals to be met to address the
concern?
The primary goal was to protect her child by keeping Carol
sober and finding the intervention method that would be most
appropriate for her to do that. This took time due to the resist-
ance to treatment.
6. How would you advocate for social change to positively
affect this case?
Treatment options and access to them need to be improved
in rural areas. There were not many choices for this client,
SOCW 61week 4 discussion 1 and 2
Week 4:
Assessment of Adolescents
Adolescence is often one of the most difficult stages individuals experience in their lives. Think
back to your own teenage years and consider some of the questionable choices you made
at that
time, or reflect upon some of your responses to situations that may now seem emotionally and
hormonally driven. Given the nature of the developmental changes that occur during
adolescence, it can be quite challenging for a clinician to assess what
a client is actually
experiencing. During the adolescent stage, teens will often exhibit behaviors that seem
unhealthy, dangerous, and sometimes even pathological. A closer look at the current
developmental stage of the client and the familial history may
lead to a very different conclusion.
Therefore, social workers need to be very thorough when assessing adolescents and take into
consideration multiple factors prior to planning and intervening.
Learning Objectives
Students will: not a assingment
·
Apply at
tachment theory to a case study
·
Analyze attachment styles in adolescents
·
Analyze developmental stages in adolescents
·
Apply developmental theory to a case study
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course
Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Gutiérrez, L., Oh, H. J., & Gillmore, M. R. (2000). Toward an understanding
of
(em)power(ment) for HIV/AIDS prevention with adolescent women.
Sex Roles, 42
(7
–
8), 581
–
611.
SOCW 61week 4 discussion 1 and 2
Week 4:
Assessment of Adolescents
Adolescence is often one of the most difficult stages individuals experience in their lives. Think
back to your own teenage years and consider some of the questionable choices you made at that
time, or reflect upon some of your responses to situations that may now seem emotionally and
hormonally driven. Given the nature of the developmental changes that occur during
adolescence, it can be quite challenging for a clinician to assess what a client is actually
experiencing. During the adolescent stage, teens will often exhibit behaviors that seem
unhealthy, dangerous, and sometimes even pathological. A closer look at the current
developmental stage of the client and the familial history may lead to a very different conclusion.
Therefore, social workers need to be very thorough when assessing adolescents and take into
consideration multiple factors prior to planning and intervening.
Learning Objectives
Students will: not a assingment
Apply attachment theory to a case study
Analyze attachment styles in adolescents
Analyze developmental stages in adolescents
Apply developmental theory to a case study
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course
Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Gutiérrez, L., Oh, H. J., & Gillmore, M. R. (2000). Toward an understanding of
(em)power(ment) for HIV/AIDS prevention with adolescent women. Sex Roles, 42(7–8), 581–
611.
Tatto333
SOCW61week4discussion1and2.docx
