Connecting Knowledge With Research In Case Studies

Connecting Knowledge With Research In Case Studiestolulope Moses6200 W

Connecting Knowledge with Research in Case Studies Tolulope Moses 6200 WEEK 8 Assignment Connecting Knowledge with Research in Case Studies Introduction One of the core elements of social work is the comprehensive assessment of a situation in a case which aids in developing effective interventions. In this regard, the understanding and application of knowledge are imperative in making the most profound decisions. In cases involving adolescents, among the most important knowledge is that on human behavior and social environment which is described as understanding how people relate to their environment including social interactions and relationships. According to Zastrow and Kirst-Ashman (2016), it is important to set realistic goals with the client consistent with the needs and requirements while applying obtained knowledge to implement the developed interventions.

This paper entails a case study on Eboni Logan, proposed goals, and relating it with a peer-reviewed article.

Paper For Above instruction

Case Study Overview: The case involves Eboni Logan, a 16-year-old biracial African American/Caucasian female who is pregnant. Living with her mother Darlene and grandmother May, Eboni balances school and work at a fast food restaurant. Her social environment, including her family and boyfriend Darian, exhibits complex emotional reactions to her pregnancy, which creates numerous social and psychological challenges.

Key Issues in the Case: Eboni’s pregnancy has caused distress within her social network. Her mother, upset about the pregnancy, has resorted to insults, threatening her familial relationships. Her father, supportive in terms of financial and social stability, is distressed but willing to provide shelter. Darian, the father of the child, is reluctant to support the pregnancy and favors abortion, which Eboni opposes. These issues threaten her psychological well-being and her social relationships, especially considering her adolescent status and ongoing education.

Goals and Interventions: The primary goals are to restore relationships within her family, especially with her mother and grandmother, and to persuade Darian to support her decision to carry pregnancy to term. Achieving these goals involves strategic interventions like family counseling, open communication, and education about pregnancy options and parenting. Engaging supportive adults, such as her father, can help bolster her support system. Creating a safe, non-judgmental environment for her to express her emotions is critical, along with providing information on resources available for adolescent mothers (Melchert, 2015).

Related Peer-Reviewed Literature: Asheer et al. (2014) explore adolescent pregnancy prevention programs, emphasizing early intervention, community engagement, and tailored support for teenage mothers. Their research underscores the importance of engaging teens in ongoing support that considers cultural, social, and psychological factors. Applying such insights to Eboni’s case can inform effective intervention strategies, such as culturally sensitive counseling and peer support groups, which address her specific needs and societal influences.

Racial and Cultural Considerations: The case involves notable cultural dynamics, including race and ethnicity. Eboni’s biracial identity introduces potential cultural tensions that influence her social interactions and family relationships. Additionally, her social environment's perception of adolescent pregnancy varies across cultural contexts, affecting the support she receives. Recognizing and respecting these cultural nuances, as suggested by Patcher et al. (2010), is essential for developing effective, culturally competent interventions. Misconceptions about race and ethnicity could hinder engagement unless addressed with sensitivity.

Conclusion: Integrating research into practice requires a nuanced understanding of individual circumstances, cultural background, and evidence-based strategies. The case of Eboni Logan exemplifies the importance of comprehensive assessment, goal-setting aligned with her needs, and culturally sensitive interventions. By connecting research such as that by Asheer et al. (2014) with practice, social workers can craft tailored approaches that empower adolescent mothers, foster family support, and mitigate social stigma linked to race and pregnancy.

References

• Asheer, S., Berger, A., Meckstroth, A., Kisker, E., & Keating, B. (2014). Engaging pregnant and parenting teens: Early challenges and lessons learned from the evaluation of adolescent pregnancy prevention approaches. Journal of Adolescent Health, 54(3), S84-S91.
• Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999. Early Childhood Education Journal, 36(2), 201–207.
• Melchert, T. P. (2015). Treatment planning. In Biopsychosocial practice: A science-based framework for behavioral health. American Psychological Association.
• Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development. Ethnicity & Health, 15(1), 33–46.
• Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.