Case Presentation Client System Analysis Submission Week 9

Case Presentation Client System Analysissubmission1 Week 9 Assign

Case Presentation (Client System Analysis) Submission: 1) Week #9 Assignment #) Post ppt in Blackboard according to the ppt schedule; Only email me if Blackboard does not accept the presentation due to size. Presentation: 1) Must be in a voiceover format (ie, Kaltura, ppt, prezi, imovie, windows movie maker, voicethread and panopto etc.; feel free to be creative - you can use pictures (not of clients unless they are already on agencies website/brochures). 2) Present to class within 10-12 mins and be prepared for 5-10 mins of questions/discussion. 3) Student will still need to be present on the day of scheduled presentation for play and questions/discussion. Select a client system for beginning problem analysis. This can be an individual, couple, family, small treatment group, or community task group (Note: limited contact, i.e. 1-2 encounters with the client system, is acceptable and expected since this is your second semester in your field placement.) 1. Client description and engagement a. Briefly describe your client system (identify the members of the client system and their key demographic information, e.g. role, age, gender, ethnicity, SES). Discuss how your client system came to the attention of your agency or its social work unit. Identify the reason for the referral and/or the client system’s presenting problem. b. Choose one of the two issues below to further describe the context for engagement with the client: i. Evaluate the degree to which the agency’s mission, services, and policies helped or hindered the client system’s ability to use the agency, OR (ii) Examine concerns related to an ethical dilemma, diversity and/or societal/institutional oppression, which were relevant to the engagement process. 2. Assessment a. Describe one problem-for-work (presenting problem) of your client system. (Note: there may be several problems on which to work; summarize the situation and problems generally, and then focus on one for the purposes of this analysis.) i. Include an analysis of the problem as the client sees it, as defined by significant other systems involved, and as you see it. ii. Provide at least 2 plausible hypotheses for the cause (etiology) and/or maintenance of the problem. Make sure that your hypotheses reflect at least two levels: intrapersonal, interpersonal, or environmental. iii. Refer to theory (e.g., role, cognitive behavioral, systems) to frame your perspective. Access a sufficient amount of empirical research to help you to understand the cause or maintenance of the problem. In other words, develop your case theory based on theory and evidence. b. Discuss the strengths and resources of the client, which became apparent in the process of problem identification and assessment. Describe how at least one of these strengths or resources could be pivotal in the development of an intervention plan. 3. Contracting and Planning for Intervention a. Describe the process of moving from problem identification to contracting and goal setting with your client system. b. Evaluate the status of your relationship with the client. How will you maintain (or if needed improve) it? c. Briefly describe any missteps you had in contracting and goal-setting for intervention. How did you recover? d. Specifically, describe the contract and goals that you have developed or are developing to address the problem-for-work you identified. In particular, comment on the nature of the contract established (verbal, written, implicit, explicit) and the rationale for your choice. e. Evaluate the quality of your goals. Are they specific? Measurable? Were they mutually developed with the client? How will you know the goals have been met? Remember, as a student, you will not be rated on the basis of what you did but on your level of understanding and analysis of your assessment and interventions. The presumption is that demonstrating insight will contribute to the development of your future competence

Paper For Above instruction

The client system selected for this analysis is a family experiencing ongoing relational conflicts and communication breakdowns, which came to the attention of the social services agency following a crisis involving a child's behavioral issues. The family comprises four members: a mother aged 38, a father aged 42, and two children aged 10 and 12. The family was referred because of escalating conflicts, arguments, and recent reports of neglectful behavior, which prompted social workers to intervene. The family’s primary presenting problem revolves around persistent communication issues and emotional distance affecting their functioning and well-being.

In analyzing the engagement process, I reflect on how the agency’s mission, emphasizing family preservation and support, helped facilitate initial engagement despite some barriers such as mistrust and resistance from the family members. The agency’s policies emphasizing culturally sensitive practices encouraged rapport-building, especially considering the family’s ethnic background, which is Hispanic. Ethical concerns emerged regarding confidentiality and informed consent during the engagement, particularly with younger children involved in sessions. These factors influenced how I approached building trust and working with the family.

The primary problem identified was the breakdown in communication and emotional connection within the family. From the family’s perspective, they view this as a chronic issue rooted in long-standing misunderstandings and unresolved conflicts. Significant other systems, including the school and community, have described behavioral concerns with the children, further complicating the family dynamics. As the practitioner, I perceive the problem as maintained by intrapersonal factors such as individual emotional regulation difficulties, interpersonal factors like overgeneralized negative perceptions of each other, and environmental aspects such as external stressors related to socioeconomic challenges.

Developing hypotheses regarding the cause of the problem involved examining both intrapersonal and environmental levels. One plausible hypothesis is that unresolved trauma or emotional distress experienced by the parents has impaired their ability to effectively communicate and provide emotional stability, consistent with cognitive-behavioral theories emphasizing emotional regulation. A second hypothesis considers environmental stressors, such as financial instability and neighborhood violence, which may exacerbate familial tension, aligning with systems theory's focus on environmental influences.

Research evidence supports these perspectives; studies indicate that familial trauma impacts emotional responses and interpersonal interactions (Cummings & Davies, 2010), and external stress factors significantly influence family functioning (McCubbin & Patterson, 1983). A strengths-based approach was adopted, recognizing the parents’ willingness to seek help and their commitment to their children’s well-being. These resources serve as a foundation for intervention, highlighting the family’s resilience and motivation to improve communication.

Transitioning from problem identification to planning involved establishing trust and collaboratively developing goals. A verbal contract was initially used to outline session goals, emphasizing open communication and active listening. The relationship with the family was strengthened through empathetic engagement and demonstrating cultural competence, which was crucial for maintaining rapport. During the process, a minor misstep occurred when initial goals did not fully incorporate the children’s perspectives, but I recovered by scheduling a separate session to include their voices, which improved collaborative goal setting.

The specific intervention goals include improving communication skills, increasing emotional expression, and developing conflict resolution strategies. These goals are specific and measurable, such as the family practicing active listening in sessions and reporting improved interactions at home. They were mutually developed, ensuring buy-in from family members, which is essential for commitment and success. The goals are framed to be realistic and tailored to the family's context, and progress will be monitored through ongoing feedback and observational assessments.

References

• Cummings, E. M., & Davies, P. (2010). Emotional security as a regulatory process in normal development and the development of psychopathology. Development and Psychopathology, 22(3), 493-511.
• McCubbin, H. I., & Patterson, J. M. (1983). Family stress theory and practice. In H. I. McCubbin, C. R. Patterson, & M. A. Warwick (Eds.), Family stress, coping, and social support (pp. 3-47). Sage Publications.
• Goldenberg, I. & Goldenberg, H. (2012). Family Therapy: An Overview (8th ed.). Brooks/Cole.
• Walsh, F. (2016). Strengthening family resilience (3rd ed.). Guilford Publications.
• Hagen, P., & McGinn, K. (2011). Application of systems theory to family therapy. Journal of Family Therapy, 33(2), 172-187.
• Gerrard, D. & Davidson, G. (2015). Cultural competence in family interventions. Journal of Social Work Practice, 29(2), 123-138.
• Scheldt, R., & Rains, J. (2018). Ethical considerations in family social work. Social Work, 63(4), 347-355.
• Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
• Reisman, J. P., & Cummings, E. M. (2019). Family processes and mental health outcomes. Journal of Family Psychology, 33(5), 600-610.
• Rolfe, A., & Seale, C. (2019). Developing rapport in family therapy. Family Practice, 36(3), 300-305.

This case analysis illustrates the integration of theory, empirical research, and practical experience in engaging and assessing a family system, with a focus on collaborative goal setting and resource harnessing to facilitate meaningful change.