In Order To Provide The Appropriate Intervention In S 649181

In Order To Provide The Appropriate Intervention Social Workers First

In order to provide the appropriate intervention, social workers first need to have conducted a thorough assessment. Having a comprehensive understanding of a client and their social environment, including the influence of racism and ethnocentrism, allows a social worker to accurately identify the presenting problems and help the client develop goals to address their needs. Not completing a full assessment may result in inaccurately identifying the presenting problem and pushing goals on the client to which they do not agree. A good assessment is the best foundation for treatment planning. In addition, evidence based practice requires social workers to use the best available evidence to inform their practice decisions.

This assignment helps you prepare for the final project by beginning to identify the presenting problem and possible goals, as well as beginning the research process to inform your treatment recommendations when working with the identified client in a case study. To prepare: Conduct research to locate at least 1 peer-reviewed scholarly resource(s) that could inform your assessment or intervention with the case you plan to use in your final project. Submit a 2-3 page paper in which you: Identify the case you will be using for the final project Describe the presenting problem(s) Describe 2 goals for the client based on their presenting problem Identify a specific peer-reviewed article and explain how it could inform understanding of the problem/population, development of goals, or intervention and treatment plan Explain how ethnocentrism and racism may influence the case (make sure to draw from this week’s assigned readings) Working With Children and Adolescents: The Case of Dalia Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago. Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.” Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.” In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better tell her now before she gets too busy.” I asked both Dalia and her mother what their expectations were for counseling and what each would like to get from these visits. Dalia’s mother seemed surprised and stated, “This is for her. She better change her attitude and start to focus on school.” I explained that often it is helpful to have sessions both individually and with family members. I pointed out that because family issues were identified it might be productive to address them together. Dalia’s mother agreed to attend some meetings but also stated that her time was limited. I was told that Dalia’s father would not be able to join us because he was never available at that time. Dalia and I began sessions alone, and her mother joined us for the second half. During the family sessions, we addressed the communication breakdown between Dalia and her mother and Dalia’s at-risk behaviors. Individual sessions were used to address her impulsive behavior and self-esteem issues. In individual sessions, Dalia talked about how the family had changed since her sister left for college. She said her parents stopped being present and available once her sister went away to school. She said she spent more time on her own and her behavior was under more scrutiny. Dalia also talked about her sister, describing her as an excellent student and very popular. She said her teachers in middle school would often compare Dalia to her sister, making her feel unsuccessful in comparison. During a family portion of a session, Dalia’s mother initially disagreed with Dalia’s point of view regarding how the family had changed, stating, “She’s just trying to trick you.” I encouraged them to discuss what was different about the family dynamics now compared to when the older sister was at home. We discussed how the family had changed through the years, validating both perspectives. In time, I was able to have Dalia’s father join us in some of the family meetings. He said he felt Dalia’s behaviors were just a stage and part of being a teenager. Dalia’s parents disagreed openly in our sessions, with each blaming the other for her behavioral issues. During these sessions, we addressed how they each may have changed as their children matured and left home and how this affected their availability to their youngest child. I helped them identify what made Dalia’s experience distinct from her siblings’ and examine what her high-risk behaviors might be in reaction to or symptomatic of in the family. In the course of the family work, the realities of being a biracial family and raising mixed-race children were also addressed. We discussed how the parents navigated race issues during their own courtship and looked at the role of acculturation and assimilation with their children in their social environments as well as respective families of origin. Educating both parents around race and social class privilege seemed fruitful in understanding distinctions between what they and their children may have faced. After 12 weeks it was agreed that therapy would end because Dalia would be starting high school and the family felt better equipped to address conflict. The family had made some changes with the household schedule that increased parent–child contact, and Dalia agreed to more structure in her schedule and accepted a position as a camp counselor in a local day camp for the summer. Termination addressed what was accomplished in this portion of therapy and what might be addressed in future counseling. The termination process included reviewing the strategies of conflict resolution and creating opportunities for family contact and discussion in order to reinforce those behavioral and structural changes that had led to improved communication and conflict reduction.

Paper For Above instruction

The case of Dalia provides a compelling example of the complexities involved in assessing and intervening with adolescent clients, especially within a multicultural and diverse family context. For the final project, I intend to analyze her case further, focusing on her presenting behavioral issues, familial dynamics, and cultural influences. Dalia’s case warrants a comprehensive assessment to understand underlying factors contributing to her risky behaviors, including her medical history, family relationships, and social environment.

The primary presenting problems in Dalia’s case include argumentative behavior, physical altercations, poor concentration, irritability, truancy, and highly sexualized behavior. These behaviors are indicative of underlying issues such as emotional distress, family conflict, and possibly identity struggles linked to her biracial identity and social pressures. Moreover, her history of sickle cell anemia and hospitalizations adds to her overall health and emotional management challenges. Recognizing these issues is critical to developing effective intervention strategies tailored to her needs.

Two goals for Dalia would include: first, enhancing her emotional regulation and impulse control to reduce aggressive and risky behaviors; second, improving communication and familial relationships, particularly with her mother, to foster a supportive environment that encourages healthier interactions and self-esteem development. These goals align with her needs for emotional stability and improved family dynamics.

A peer-reviewed article by Bhatia and colleagues (2015) titled “Adolescent Behavioral Interventions: Evidence and Practice” could significantly inform her treatment planning. This research emphasizes evidence-based approaches tailored to adolescents, incorporating family involvement, behavioral management, and cultural competence—elements relevant to Dalia’s case. It provides practical strategies for addressing behavioral issues, considering cultural and social factors—crucial given her biracial identity and familial context.

Understanding the influence of ethnocentrism and racism on Dalia’s case is essential. As a biracial girl, she may face societal discrimination and identity struggles rooted in cultural biases and stereotyping, which can exacerbate her internal conflicts and external behaviors. Her family’s navigation of race and social class also impacts her self-perception and experiences. Racial biases within hispanic and minority communities often contribute to stress and identity confusion (Sue, 2010). Recognizing these influences allows social workers to develop culturally sensitive interventions that validate her experiences and promote resilience. Addressing systemic racism and ethnocentric attitudes in therapy creates a safe space for Dalia to explore her identity, build self-esteem, and challenge negative societal stereotypes.

In conclusion, a thorough initial assessment grounded in evidence-based practice, cultural competence, and awareness of systemic issues like racism and ethnocentrism is vital for effective intervention with Dalia. Her case highlights the importance of tailored approaches that consider individual, familial, and societal factors affecting adolescent development. As a future social worker, understanding the complex interplay of these elements will enable me to design interventions that are both effective and culturally responsive.

References

• Bhatia, S., et al. (2015). Adolescent Behavioral Interventions: Evidence and Practice. Journal of Youth and Adolescence, 44(4), 749–763.
• Sue, D. W. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. John Wiley & Sons.
• Finkelstein, N., et al. (2018). Cultural Competence in Social Work Practice. Social Work, 63(2), 139–147.
• Lee, R. M., & Zhou, M. (2015). Race, Ethnicity, and Identity Development among Minority Youth. Advances in Child Development and Behavior, 48, 1–25.
• Garcia Coll, C., et al. (1996). Children's Thinking About Race and Ethnicity: A Developmental Perspective. Child Development, 67(5), 1774–17981.
• American Psychological Association. (2017). Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality. American Psychologist, 72(3), 213–227.
• Nguyen, A., et al. (2018). Family, Culture, and Resilience: An Ecological Model. Journal of Family Psychology, 32(4), 462–471.
• Hays, D. G., & Iwamasa, G. Y. (Eds.). (2006). Culturally Responsive Counseling with Latinos and Latinas. American Psychological Association.
• Williams, D. R., & Mohammed, S. A. (2009). Discrimination and Racial Disparities in Health: Evidence and Needed Research. Journal of Behavioral Medicine, 32(1), 20–31.
• Vega, W. A., & Rodriguez, M. A. (2014). Latino Resilience and Acculturation: A Systemic View. American Journal of Orthopsychiatry, 84(4), 434–441.