Case Study Final

social workcase study

CASE STUDY

You are an independent family therapist. This a.m. your office assistant provides you with a new referral received from the Department of Family Services’ Child Welfare Division. The family has been referred for family therapy at the request of the child welfare worker.  It is the plan of the agency to keep the family together; removing probability of summary removal of their three children. The following is a review of their current status and justification for this referral:

Family Composition:

William D. Fredericks        (age 4

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)

        Occupation – Mail Carrier   

    Evelyn B. Fredericks        (age 38)

        Occupation – Elementary School Teacher

    Warren T. Fredricks        (age 13)

        7th grade (Middle School)

Wendell I. Fredricks        (age 8)

    3rd grade (Elementary School)

Elizabeth A. Fredricks    (age 3)

    Pre K – 3 year old class (Public School/Preschool Academy)

African-American Family

Residence- suburbs of South Miami, Florida

Couple married 16 years

Resided in their home/community15 years

The family became known to the division of child protective services on August 25, 2014, as a result of a referral from University Hospital’s Social Worker Ms. Cassandra Williamson. It is Ms. Williamson responsibility to link clients to services prior to their dismissal following a crisis involving a child evidencing signs of neglect. On the eve of August 24th Elizabeth A. Fredericks, age 3 was rushed to the hospital’s ER for immediate services as a result of ingesting alcohol. When the minor’s parents arrived with the child the mother and father evidence a strong odor resembling that of alcohol.  Unfortunately, due to the urgency to administer care to the child the staff did little to confirm their suspicions of alcohol use of the parents. The child was treated and remained in the hospital for care. Before the child could be released back to the charge of her parents Ms. Williamson contacted the Department of Family Services’ Child Welfare Division for the assistance and follow up with this family.

The case was documented through intake and passed on for a more detailed investigation.  The investigative worker was Ms. Janice Dunlap. After a thorough assessment of the home, the parents and the needs of the children Ms. Dunlap’s assessment was as follows:

Assessment:

· Parents admitted to having had drinks the night of the child’s consumption of alcohol

· Parents were out of the room when the child gained control of the Volka

· When they returned the child had consumed approximately ¾ cups

· They immediately rushed her to the hospital – disregarding that they had been drinking (approximately from 6:00pm. until 9:00pm) – had a bad day at work and was winding down over cocktails

· They claim that this was an isolated situation though they admitted to having cocktails every evening around the same time frame

· The older children reported:

. The other two children appear to be more fearful of their mother and disclosed that she drinks the most as evidence by their report of having seen her pass out on some occasions

. contends that their father does not drink as much and tends to be more compassionate with them when their mother is under the influence

. their father is more of the nurturer “they call him momma”

. though their mother is verbally abusive she has never hit them during her drunkenness

. the parents are having a hard time with the 3 year old as she soils her clothes and goes into the closet and defecates on the floor

· While the mother and father both maintain jobs their home was immaculately clean with adequate food and living necessities

· The older two children are the biological children of the couple; the younger child was adopted at 6 months old

· Both parents are educated and well spoken

· Ms. Williamson describes the couple as unfriendly and resentful of this home invasion of their privacy. In their mind they are ideal parents who simply enjoy the cocktail hour. During one of the visits Ms. Williamson notice a terrible bruise on Mrs. Frederick’s mouth. When she addressed it Mrs. Frederick’s informed her that she has just been diagnosed with oral cancer.

Alabama A&M University

College of Education, Humanities and Behavioral Sciences

Department of Social Work, Psychology and Counseling

Undergraduate Social Work Program

SWK 501 – Social Work Practice II

FAMILY ASSESSMENT AND INTERVENTION PLAN – RUBRIC

Criteria	0 Non-Performance	4.38 Partial	4.94 Proficient	5.55 Exceptional
Learner complete a thorough 10 page written assessment and intervention plan	Learner failed to complete a thorough 10 page written assessment and intervention plan  (less than 9 pages)	Learner partially completed a thorough 9 page written assessment and intervention plan	Learner was proficient in completing a thorough 9.5 page written assessment and intervention plan	Learner was exceptional in completing a thorough 10 page written assessment and intervention plan
Learner utilize APA formatting, course work, outside peer reviewed resources and provided a reference page	Learner failed to utilize APA formatting, course work, outside peer reviewed resources and provided a reference page	Learner partially completed APA formatting, course work, outside peer reviewed resources and provided a reference page	Learner was proficient in completing APA formatting, course work, outside peer reviewed resources and provided a reference page	Learner was exceptional in completing APA formatting, course work, outside peer reviewed resources and provided a reference page
Learner provide brief introduction of case study	Learner failed to provide a brief introduction of case study	Learner partially provided a brief introduction of case study	Learner was proficient in providing a brief introduction of case study	Learner was exceptional in providing a brief introduction of case study
Learner create an eco-map depicting the family relationships	Learner failed to create an eco-map depicting the family relationships	Learner partially created an eco-map depicting the family relationships	Learner was proficient in creating an eco-map depicting the family relationships	Learner was exceptional in creating an eco-map depicting the family relationships
Learner apply Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment	Learner failed to apply Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment	Learner partially applied Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment	Learner was proficient in applying Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment	Learner was exceptional in applying Task-Center Model by Reid & Epstein, addressing a complete Problem Typology for Assessment
Learner list questions for each identified problem	Learner failed to list questions for each identified problem	Learner partially listed questions for each identified problem	Learner was proficient in listing questions for each identified problem	Learner was exceptional in listing questions for each identified problem
Learner list additional information needed in order to effectively intervene with the family	Learner failed to list additional information needed in order to effectively intervene with the family	Learner partially listed additional information needed in order to effectively intervene with the family	Learner was proficient in listing additional information needed in order to effectively intervene with the family	Learner was exceptional in listing additional information needed in order to effectively intervene with the family
Learner triage and discuss the 3 most pressing problems faced by the family	Learner failed to triage and discuss the 3 most pressing problems faced by the family	Learner partially triage and discuss the 3 most pressing problems faced by the family	Learner was proficient in triaging and discussing the 3 most pressing problems faced by the family	Learner was exceptional in triaging and discussing the 3 most pressing problems faced by the family
Learner create a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family	Learner failed to create a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family	Learner partially created a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family	Learner was proficient in creating a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family	Learner was exceptional in creating a task-centered intervention plan driven by their triage of the 3 most pressing problems faced by the family
Learner’s intervention plan identify specific problems	Learner’s intervention plan failed to identify specific problems	Learner’s intervention plan partially identified specific problems	Learner’s intervention plan proficiently identified specific problems	Learner’s intervention plan was exceptional in identifying specific problems
Learner’s intervention plan identify goals and objectives	Learner’s intervention plan failed to identify goals and objectives	Learner’s intervention plan partially identified goals and objectives	Learner’s intervention plan proficiently identified goals and objectives	Learner’s intervention plan was exceptional in identifying goals and objectives
Learner’s intervention plan list strategies (theory skills and techniques to be used with the family)	Learner’s intervention plan failed to list strategies (theory skills and techniques to be used with the family)	Learner’s intervention plan partially listed strategies (theory skills and techniques to be used with the family)	Learner’s intervention plan proficiently listed strategies (theory skills and techniques to be used with the family)	Learner’s intervention plan  was exceptional in listing strategies (theory skills and techniques to be used with the family)
Learner list client’s task	Learner failed to list client’s task	Learner partially listed client’s task	Learner was proficient in listing client’s task	Learner was exceptional in listing client’s task
Learner list worker’s task	Learner failed to list worker’s task	Learner partially listed worker’s task	Learner was proficient in listing worker’s task	Learner was exceptional in listing worker’s task
Learner identify existing strengths of the family	Learner failed to identify existing strengths of the family	Learner partially identified existing strengths of the family	Learner was proficient in identifying existing strengths of the family	Learner was exceptional in identifying existing strengths of the family
Learner discuss their 1st  visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner failed to discuss their 1st  visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner partially discussed their 1st  visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner was proficient in discussing their 1st  visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner was exceptional in discussing their 1st  visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment
Learner discuss their 4th  visit with the family and write’s an empathic response about their continued anger about being ordered into treatment	Learner failed to discuss their 4th   visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner partially discussed their 4th  visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner was proficient in discussing their 4th  visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment	Learner was exceptional in discussing their 4th   visit with the family and write’s an empathic response to their anger of their client system about being ordered for treatment
Learner discusses their anticipated comfort level in working with the family and any challenges they might face.	Learner failed to discuss their anticipated comfort level in working with the family and any challenges they might face.	Learner partially discussed their anticipated comfort level in working with the family and any challenges they might face.	Learner was proficient in discussing their anticipated comfort level in working with the family and any challenges they might face.	Learner was exceptional in discussing their anticipated comfort level in working with the family and any challenges they might face.
SUBTOTAL:

TOTAL:

Grading: A=90-100; B=80-89; C=70-79; D=60-69 and F=0-59         

Grade:  ____

FamilyAssessment Outline

The following is a guide to writing an assessment.

I. Introduction: Identify the date and location of the interview. Name “who” the family is, define its members and who was present, cite the facts such as employment, ages, address, referral source, other pertinent information you deem important. If someone is disabled this is the place to identify that. Ethnic backgrounds may be listed. You can also point out other important pieces of information, such as “only one member speaks English.” Important: Who provided what information?

II. Presenting Problem or NEED:

A. Define the Problem or Need: What are the initial complaints? What triggered the call for help? What does each family members see as the issue(s)? In presenting the various perspectives of what the issue(s) is, be brief, but present them as you imagine each family member would. One-two paragraphs should cover all perspective views and state what the family agreed as a primary concern. You can integrate their opinion with your own professional judgment, trying to come up with no more than three needs to address, that will meet as many of the family members’ views or requests as possible.

Example: Unemployed Mom was drinking heavily and got in a fight with

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9 y/o daughter. The police had to be called after the live-in boyfriend of Mom’s showed up and hit the daughter several times. The daughter called police and went screaming into the yard to await their arrival.

Mom thinks the problem is a bad daughter.

Daughter thinks the problem is Mom’s drinking due to hanging out with this guy.

Boyfriend thinks the daughter is too old to live at home and should move.

The family finally agrees that better communication could have prevented this problem from escalating.

Social worker: Sees each member as contributing to a problem of family communication, condemnation, and dissonance, not to mention the safety issues involved. She sees the problems more related to unemployment, lack of resources, and stress. Her goal is to establish positive communication among family members and a removal of stress-related, environmental pressure. Her goal will be an employed family “in harmony”, her method will be through problem solving and her job is to guide the family toward this kind of thinking.

B. History of the problem: When did it begin? What was going on outside the family at the time the problem/need first appeared? What was going on within the family? What solutions have been tried? What previous resources have been used to solve the problem? Why didn’t these prior efforts succeed? (Not all of these questions will be pertinent.)

C. Desired solution: What do various members say will solve the problem for the family? How will we/they know when the problem is resolved? What does the family see as the goal? I.E. how do we know when we succeed? This is best described as specific behaviors, such as Mom/Dad will quietly discuss a conflict three times a week or “the family will have a meal together three times a week.”

III. Family Structure – Think systems theory. (Think of positives: use a strengths perspective throughout the paper.)

1.
External Boundaries
. Are they open (clear but permeable?) or are they closed? Is the family open to new experiences or relationships, i.e. are they willing to accept professional help? Does the family protect its members when necessary? Are individual family members free to make contacts and create relationships with outside people, organizations? (It’s okay to touch on this briefly and then expand it more in the section on environment.)

(Example: If none of the family members have friends over and they have no relationship with extended family members, then is it possible that their external boundaries are a bit too closed?)

2.
Internal boundaries. How do the subsystems affect the family’s functioning? Is each child allowed to express who he/she really is? What are parents’ involvement in children’s lives–too much, too little? Do children have enough access to parental unit? Do efforts for members to grow individually cause feelings of disloyalty? Abandonment? Or are they applauded? Is each member afforded adequate time/space for themselves?

(Example: If Nancy Shore is always directing family members’ lives, then the internal boundaries are a bit too open, perhaps.)

3.
Relationships
– Look at each of these….Remember to mention positives….

a. Roles – Are family members handling their roles adequately?

b. Norms – What are they and do they help/hinder the members?

c. Communication processes (notice the presence of consonance, condemnation. Indifference, intellectualizing, etc.) Do people care about each other? How would we know?

d. Power issues: Who and why? How do members feel about the power brokers?

d. Homeostasis: Is the balance one that works to enhance family members as individuals? Can each reach their full potential? Discuss how the balance achieved in the family seems to “work” even though it may be damaging to someone or several members. Remember that homeostasis doesn’t necessarily mean “healthy.”

IV. Ecological assessment

A.
Basic needs
: Is income sufficient to meet basic needs? What basic needs are not being met? Is neighborhood safe? Is there access to preventive health care and good medical resources? Can the family get to these resources? What’s the transportation situation?

B.
Adaptation

: Is the family in any transition of the life cycle? (Births, deaths, moving, change of job, divorce) How is the family adapting to the transition? Has there been a recent crisis? How is the family coping?

C. Environment
: Explore environmental connections (relatives, friends, job, school, work, church or community) and determine if they are fulfilling, intrusive, or nonexistent for the family. Are helping agencies involved? Is one agency or organization clearly in conflict with another when viewed from the family perspective?

IV. Intergenerational Assessment:

A.
Family patterns:
What patterns of behavior or belief systems been passed down from previous generations? (alcoholism, out of wedlock pregnancies, suicides, incarceration, rape or domestic violence, religious practices?) What’s the significance of these patterns? Do they provide strength or divisiveness?

B. Extended family: How is this family seen within the extended family system? Positive or negative? Are significant members of the family who have passed on still influencing the behavior of the family in some way?

V. STRENGTHS assessment

A. Basic needs and resources.

B. Cohesion and mutual support

C. Other attributes (assets, leadership, intellect, talent, etc.)

V. Overall Summary Assessment and recommendations

A. Overall Assessment (These are summary statements or professional judgments based on previous information.) Repeat the information in the report in BRIEF form in the 1st paragraph, particularly identification of client system, major issues, and needs. Then provide your summary assessment no more than one page.

B. Recommendation: State goal(s) in priority based on meeting clients needs mixed with your assessment. Assume you and client agreed on the goals. (See “How to Interview for Client Strengths,” online from Prac I for 7 characteristics of well formed goals.) Other suggestions for the client system may be included here.

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Travis Streeter

Midterm Part 1

SWK-501

Dr. Mildred L. Delozia

Claireece Precious Jones Family Assessment

Section 1: Demographic Information

Name

Role in Family

DOB

Age

Claireece “Precious” Jones

Mary and Carls’ daughter

02/15/2004

16 years old

Mary Lee Johnston

Mother

08/10/1979

40 years old

Carl Jones

Father

09/10/1978

41 years old

Mongoloid Jones

Precious Daughter

05/22/2016

4 years old

Abdul Jones

Precious Son

08/13/2020

2 months old

Demographic Information:

The family consists of the biological mother Mary Jones, her daughter Claireece “Precious” Jones and her two grandchildren Mongoloid Jones and Abdul Jones.

A. Parents

Mary Johnston,
Aged 40 (D.O.B 08/10/1979) is the biological mother of Claireece “Precious” Jones. Mary is approximately 68 inches tall. Her height and weight appear to be proportionate. Mary is unemployed. She has a history of being physical and verbally abusive toward her daughter Claireece and her grandchildren.

Carl Jones, Aged 42 (D.O.B 09/10/1978) is the biological father of Claireece “Precious” Jones and his two grandchildren Mongoloid Jones and Abdul Jones. Carl is approximately 71 inches tall and his weight appears to be negatively proportional to his height. Carl is unemployed and has a history of sexually abusing Precious. Carl also is an absent father.

B. Children

Claireece “Precious” Jones,
Aged 16 (D.O.B 02/15/2004) is the only child of Mary Johnston and the oldest child of Carl Jones and likes to go by the name “Precious”. Precious has a 4 year old daughter named Mongoloid Jones (D.O.B 05/22/2016) and a newborn named Abdul Jones (08/13/2020). Precious is 55 inches tall and obese for her height. Precious is 16 years old in the 8th grade and lives with her mother Mary Johnston.

Mongoloid Jones,
Aged 4 (D.O.B 05/22/2016) is the older child of Precious Jones and the second child of Carl Jones. Mongoloid is 40 inches tall and her weight appears to be proportionate for her height. Mongoloid has down syndrome and is currently living with her great grandmother.

Abdul Jones,
Aged 2 months (D.O.B 08/13/2020) is the youngest child of Precious Jones and Carl Jones. Abdul is 23 inches tall and his weight appears to be proportionate for his height. Abdul is currently in the care of Precious.

Section 2: Narrative of the Family

A) Presenting Problem(s):

Precious was referred to Los Angeles County Department of Public Services by her teacher Blu Rain after she had trespassed into the classroom where she was found asleep on the floor with her newborn Abdul Jones. There has been evidence of physical abuse noted by her teacher. The teacher also noticed that the baby blanket was covered in blood and the baby appeared to not have had a change of his diaper for a while.

During my first couple of sessions with Precious she stated that at home she was being physically, verbally and sexually abused by her mother and father. She was raped and impregnated twice by her father Carl Jones. She was kicked out of school for being pregnant with her second child at the age of 16 in the 8th grade. She was given the opportunity to continue her education at an alternative school because her math teacher vouched and said she was one of the best students in his class.

After a couple sessions with Precious alone her mother Mary reached out about reconnecting with her daughter and giving her the news that her father passed away from AIDS.

Mary stated that she feels that Precious is responsible for breaking up the family because her significant other Carl showed Precious more attention and continued to say that he loved her and was going to marry her. Mary believes that Precious chose to be with him.

Precious stated that she does not want to live with or see her mother ever again and want to continue to go to school and raise her children on her own. Precious also stated that she would like her and her children to be tested for HIV. The results came back that Precious tested positive and her kids were not.

Social worker: The lack of family support seems to be the main problem for Precious. Her mother constant negativity toward her education has lead to precious believing that she is dumb and that school isn’t going to do anything for her in the long run. The problem is that Precious lacks confidence in herself to be successful. She does not believe that she is good at anything. A solution to fixing this problem is to find Precious a stable home where she can raise her kids and be able to focus on her education without the negative energy from her mother. Another solution could be finding Precious a program where she can learn how to be a mother who wants the best for her children and learn these skills in an environment that is comfortable for her as the alternative school has been conducive to her learning.

B) History of the Problem

The problem began when Precious was molested by her father Carl at 3 years old. Her mother felt that Precious was the cause of her father molesting her and this caused her mother to verbally and physically abuse her due to her significant other wanting Precious and not her.

C) Desired Solution

Precious stated that her mother should never contact her ever again or reach out to her and this will help her move on. She also stated that a job will help her save enough money to find her a suitable place for her to live with her two children. Precious sees that the goal is to feel safe at home and have positive communication without the physical and verbal abuse. She also says that she wants to continue going to school to receive her GED. Mary feels that she is ready to be the support that her daughter needs and to let the past be the past. Since both parties can not come up with a solution they both just agree it’s best if they go their separate ways.

Section 3: Family Structure

A) External Boundaries

This family’s external boundaries are closed because they do not like outside help. When the principle came by to discuss an alternative school for Precious so that she can change her life decisions, her mother Mary told Precious to make the lady leave because school isn’t going to do anything but cut your welfare. When it comes to protecting family the grandmothers come by and pretend that Precious daughter Mongoloid lives there with Mary in order to keep her welfare coming when in reality the grand daughter lives with the grandmother.

B) Internal Boundaries

Precious subsystem which is her mother does not allow her to express herself or make decisions for herself. Precious must always do what her mother says or it always results in physical abuse. That makes her boundaries a bit to open. Her parents’ involvement in her life is too much but not in a positive way. When Precious attempts to better herself by going to school her mother tells her that she is betraying her because she is going to get her welfare discontinued. Precious isn’t given enough time to herself.

Section 4

A) Mary Johnston and Carl Jones are in their late adulthood lifespan development and Precious is in her adolescent lifespan development.

B) There aren’t any strengths in Precious’s family. Precious herself has many strengths. Her strengths consist of her being ambitious, determined, and open to new things. Precious is ambitious by wanting better for herself and not giving up on school. She is determined to provide a better life for her children and not go back to her mother’s house where she was mistreated and abused.

C) There are many problems that are confronting Precious. She is a 16 year old mother of two who cannot read and is still in the 8th grade. She comes from an abusive home where she was raped and impregnated by her father and abused and mistreated by her mother.

Section 5: Ecomap

Green Line- Positive Relationship

Red Line- Stressful Abusive Relationship

Purple dotted Line- Weaker Relationship, does not trust

Yellow dotted Line- Limited Support