Assignment During The On-Ground Residency Portion Of Skills

Assignmentduring The On Ground Residency Portion Of Skills Lab Ii Y

During the on-ground, residency portion of Skills Lab II, you will have attended sessions covering topics relevant to advanced clinical social work practice. During Skills Lab II, you join with a group of three to four students to present a clinical case. You will create your own case—this case will be a situation you have faced in practice or one you create. During the presentation, you and each group member are expected to demonstrate knowledge, awareness, and skills appropriate to a concentration-year master’s student. The presentation should include the following: · The identification of the individual/family or group with background information including: o Presenting problem or concern o History of the presenting problem o Social history o Family history o Previous interventions · Your assessment of the client/family/group · Your engagement of the client/family/group o Specify the specific social work practice skills that were or would be used in your engagement.

Paper For Above instruction

In this paper, I will present a comprehensive clinical case involving Tiffany, a 17-year-old African American female residing in Houston, Texas. The case exemplifies complex social and psychological issues facing adolescents in low-income, high-crime communities, illustrating the social work practices necessary at an advanced level of clinical intervention. The discussion will include background information, assessment, and engagement strategies tailored to Tiffany’s circumstances, integrating relevant theoretical frameworks and practical skills appropriate for a master’s level social worker.

Case Background and Presenting Problems

Tiffany’s background highlights the intersection of familial history, socio-economic challenges, and community violence. Raised solely by her mother since her father’s incarceration for drug-related crimes when she was five, Tiffany’s family has navigated considerable socioeconomic adversity, living in Section 8 housing within a community marked by high crime rates. Tiffany’s presenting problems include sleep disturbances, academic decline, social withdrawal, and increased fearfulness, particularly regarding police encounters. These symptoms suggest underlying anxiety disorders, likely compounded by her traumatic community experiences and familial history.

History of the Presenting Problem

Initially, Tiffany was an active, high-achieving student involved in sports and school clubs, admired by teachers for her dedication and performance. However, over recent months, her behavior has markedly changed: she reports episodes of nervousness and heart palpitations when hearing police sirens or seeing police cars, indicating heightened vigilance and possible trauma-related responses. Teachers observed her withdrawing from friends and participating less in social activities, signaling social isolation that could escalate if unaddressed. Her mother’s concern prompted seeking therapeutic intervention, emphasizing the importance of early response to emerging mental health issues in adolescents exposed to violence and community trauma.

Social and Family History

Tiffany’s social history reflects an active involvement in church and community activities, which initially served as sources of support. However, her environment exposes her to ongoing violence and police brutality narratives, influencing her perceptions of law enforcement and safety. Family history reveals her father’s criminal background and incarceration, contributing to possible intergenerational trauma and attachment issues. Her mother, a full-time worker receiving SNAP and Medicaid, strives to provide stability despite economic limitations. Tiffany’s rise in stress and anxiety may be rooted in these environmental and familial factors, requiring a nuanced approach that considers systemic influences.

Previous Interventions and Current Assessment

Prior to current engagement, Tiffany was referred to therapy by her school after teachers noted her withdrawal and declining academic performance. A clinical assessment reveals symptoms consistent with generalized anxiety disorder, potentially linked to her community exposure and familial trauma. An initial mental health evaluation suggests that Tiffany’s fears, sleep disturbances, and social withdrawal are manifestations of trauma response and anxiety, necessitating trauma-informed care and cognitive-behavioral strategies. Her assessment also highlights her resilience and willingness to seek help, which will be crucial in her treatment plan.

Engagement Strategies and Social Work Practice Skills

Engaging Tiffany involves building rapport through culturally sensitive approaches that acknowledge her community context and personal experiences. Active listening, validation of her feelings, and empowerment techniques will foster trust and openness. Techniques such as motivational interviewing can support her in articulating her fears and goals for therapy, while trauma-informed care methods will address underlying trauma symptoms. Skillful use of psychoeducation about anxiety and trauma responses can normalize her experiences, reducing stigma and fostering resilience.

Furthermore, integrating community resources, such as mental health support groups for youth exposed to community violence, and collaborating with school counselors can create a comprehensive support network. The social worker’s role includes advocacy, ensuring Tiffany’s access to culturally appropriate mental health services and addressing systemic barriers such as economic hardship or transportation issues.

Throughout engagement, maintaining a strengths-based perspective is essential. Recognizing Tiffany’s active participation in community and faith-based activities, along with her willingness to seek help, allows the focus to remain on her strengths and capacities for resilience. Establishing safety and trust, employing culturally relevant practices, and advocating for systemic change are key components of effective social work intervention in this context.

Conclusion

This case encapsulates the multifaceted challenges faced by adolescents in marginalized communities and underscores the importance of trauma-informed, culturally competent, and strength-based approaches in social work practice. By thoroughly assessing Tiffany’s background, symptoms, and environment, and employing advanced engagement skills, a social worker can facilitate healing, resilience, and improved functioning. This case exemplifies the critical role of social workers in promoting mental health, social justice, and systemic change for vulnerable populations.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
• Borja, S., & Sajia, D. (2017). Trauma-informed care for adolescent survivors of community violence. Journal of Community Psychology, 45(4), 519-534.
• Garcia, M., & Brown, R. (2019). Cultural competence in social work practice with African American clients. Social Work, 64(1), 89-97.
• Herman, J. L. (2015). Trauma and recovery: The aftermath of violence--from domestic abuse to political terror. Basic Books.
• Johnson, R., & Waller, B. (2021). Addressing police-related trauma among youth in urban communities. Journal of Social Work Practice, 35(3), 287-301.
• Patel, S., & Davis, L. (2018). Community violence and adolescent mental health: Understanding resistance and resilience. Child & Adolescent Social Work Journal, 35(4), 355-368.
• Richards, D., & Savage, J. (2016). Social work with African American families experiencing systemic marginalization. Journal of Family Social Work, 19(2), 123-137.
• Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884.
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