Read The Following Scenario About An Arab American Family ✓ Solved

Read the following scenario about an Arab American family an

Read the following scenario about an Arab American family and their challenges upon arrival in the United States: A recently resettled refugee family from Iraq faces multiple challenges for their caseworker. The father, formerly an orthopedic surgeon, has been imprisoned for several years for political reasons and now works as a factory employee; psychologists note possible PTSD from his imprisonment. The oldest child, seven years old and wheelchair-bound, has never attended school due to physical barriers to access. The mother has never worked, speaks no English, and has an eighth-grade education; she is hesitant about a mixed-gender bakery job for cultural and religious reasons and cares for two younger children who are not yet in school. Consider the roles of assimilation and acculturation in this family’s case. Which challenges should be addressed first, and how might this affect prescribed case management goals?

Should the parents’ economic self-sufficiency and employment be addressed first, before psychological treatment or language learning? a) Consider how to involve the family in the case management process. Which challenges should be addressed holistically as a family, and which might be better left to the individual client or caseworker? b) Do the benefits of family support and mutual understanding override the need for client confidentiality? How can both be addressed in the case management approach? How can a caseworker establish goals and interventions for this family within the clients’ cultural context?

Paper For Above Instructions

Introduction and justification. Resettled refugee families, especially those from conflict zones such as Iraq, face a complex intersection of economic, health, educational, and cultural challenges. Effective case management requires an integrated, culturally responsive approach that prioritizes immediate needs while respecting autonomy, confidentiality, and family dynamics. Drawing on acculturation theory (Berry, 1997; Berry, Poortinga, Segall, & Dasen, 2002) and trauma-informed practice for refugees (Herman, 1992; World Health Organization, 2013), this paper outlines a structured, family-centered plan that addresses the Arab American family’s needs in a way that supports sustainable integration and self-sufficiency while acknowledging cultural and religious beliefs. The discussion also considers ethical guidelines for confidentiality and family involvement, drawing on social work ethics (NASW, 2021) and evidence-informed practice (Saleebey, 2013).

1. Prioritizing challenges and setting phased goals

Immediate priorities should center on ensuring safety, physical accessibility, and basic needs, followed by education access for the child and language access for the parents. The seven-year-old child’s wheelchair-accessible education is foundational to development and social integration; coordinating with school-based services, including an individualized education program (IEP) or a 504 plan and mobility accommodations, should occur promptly (UNHCR guidelines and UNICEF education principles support early access to inclusive education). Concurrently, language access for the mother and father is essential to effective communication, safety, and work opportunities; enrollment in ESL or bilingual programs should be initiated while considering transportation and childcare requirements. Addressing PTSD symptoms in the father should be integrated with practical supports (e.g., stable housing, routine, social supports) to reduce barriers to participation in therapy and work. A trauma-informed, culturally sensitive approach is recommended (Herman, 1992; WHO, 2013).

From a Berryian acculturation perspective, the family may pursue a combination of integration and preservation strategies to balance new social roles with cultural heritage (Berry, 1997; Berry et al., 2002). Early employment for the father can advance economic self-sufficiency but should not come at the expense of his mental health or the family’s safety. A phased employment plan, tied to language acquisition and credential evaluation where possible, is advisable. For the mother, aligning employment opportunities with cultural norms—such as positions that respect modest dress codes and family responsibilities—can facilitate smoother integration (Hynie, 2018).

Family-level interventions should address collective needs while respecting individual autonomy. The child’s education and mobility needs require family cooperation, but therapeutic interventions for PTSD may be most effective when the father engages with trauma-focused treatment while supported by family members. This dual approach aligns with the strengths perspective (Saleebey, 2013), which emphasizes leveraging family resources and resilience to overcome barriers. The decision about the sequence of interventions—economic self-sufficiency before psychological treatment—requires careful assessment of immediate risks (e.g., unemployment, housing insecurity) and the potential for PTSD symptoms to impair long-term functioning. Integrating services—vocational training, language classes, mental health care, and educational supports—as a coordinated plan reduces fragmentation and promotes sustainability (Phinney, 1992; Hynie, 2018).

2. Involving the family and determining holistic vs. individual focus

a) Family involvement: The family should be engaged in goal setting from intake, with consent to share information across services. Holistic family goals might include ensuring educational access for the oldest child, improving home language use, and aligning employment opportunities with cultural values. The parents’ economic self-sufficiency and the child’s educational access can be pursued as shared priorities, while PTSD treatment for the father and potential individual counseling for the mother (to address culturally specific concerns about gender roles) can be tailored through individual sessions or couple-based approaches depending on comfort and safety. Collaborative planning respects family autonomy and fosters mutual accountability (NASW, 2021).

b) Confidentiality vs family support: Family involvement should not compromise client confidentiality. Obtain informed consent to involve family members in discussions related to employment, education, and health services. Where safety or welfare concerns arise, or where legal or medical information is shared, delineate what information can be shared and with whom. A transparent, consent-driven process supports both confidentiality and family engagement, ensuring that the family benefits from support networks while protecting individual rights. Case conferences can be held with explicit consent, and clients retain control over sensitive information (NASW, 2021; Saleebey, 2013).

3. Goals and interventions within the cultural context

Case management goals should be Specific, Measurable, Achievable, Relevant, and Time-bound (SMART). For the father, goals may include: 1) pending credential evaluation for orthopedic training and transitioning into a supervised light manufacturing or healthcare-adjacent role within three to six months; 2) enrollment in trauma-focused therapy with access to interpreters or culturally matched clinicians within one month; 3) attendance at an ESL program with a target of basic conversational English within six months. For the mother, goals may include: 1) ESL or basic language classes within one month and a path to employment aligned with religious and cultural values within six to nine months; 2) childcare arrangements to enable consistent work or training; and 3) involvement in family routines that support the two younger children and facilitate their social and educational development. For the oldest child, goals should include access to a wheelchair-accessible education environment, an evaluation for assistive technology or therapy as needed, and support for social integration within the classroom and community (UNHCR and UNICEF frameworks support inclusive education and disability considerations in refugee contexts).

Interventions should be multi-layered and coordinated. Language access services (interpreters, bilingual staff, translated materials) should be integrated into all services. Vocational rehabilitation or job-placement programs should consider credentials, language demands, and safety needs. Mental health services should use trauma-informed, culturally responsive approaches, with options for individual therapy, family sessions, or couples-based approaches depending on circumstances. The family’s cultural context—values related to gender roles, caregiving responsibilities, and respect for religious beliefs—should shape scheduling, service delivery, and the selection of providers. Collaboration with community organizations and religious institutions can support trust-building and referral networks (WHO, 2013; NASW, 2021; Berry, 1997).

Conclusion. A carefully sequenced, culturally informed, family-centered case management plan that addresses education, language, employment, and mental health concurrently—while maintaining confidentiality and honoring family dynamics—can facilitate successful assimilation and acculturation for this Arab American family. By leveraging a strengths-based framework and evidence-based interventions, caseworkers can create a path toward economic self-sufficiency, educational access, and meaningful integration that respects cultural values and supports long-term well-being (Hynie, 2018; Saleebey, 2013; Phinney, 1992).

References

• Berry, J. W. (1997). Immigration, Acculturation, and Adaptation. Applied Psychology: An International Review, 46(1), 5-34.
• Berry, J. W., Poortinga, Y. H., Segall, U., & Dasen, P. (2002). Cross-Cultural Psychology: Research and Applications. Cambridge University Press.
• Herman, J. L. (1992). Trauma and Recovery: The Aftermath of Violence—From Domestic Abuse to Political Terror. Basic Books.
• Hynie, M. (2018). The social determinants of refugee integration. Social Issues and Policy Review, 12(1), 1-30.
• National Association of Social Workers. (2021). Code of Ethics. NASW.
• Phinney, J. S. (1992). The Multigroup Ethnic Identity Measure (MEIM). Journal of Adolescent Research, 7(2), 156-174.
• Saleebey, D. (2013). The Strengths Perspective in Social Work Practice (6th ed.). Pearson.
• World Health Organization. (2013). Mental Health Action Plan 2013-2020. WHO.
• United Nations High Commissioner for Refugees. (2011). Guidelines on Refugee Protection and Care. UNHCR.
• UNICEF. (2013). The State of the World’s Children: Children with Disabilities. UNICEF.