Different Implementation Processes Social Work Discussion – Description
Respond to two colleagues who selected different implementation processes. Explain how your colleagues’ processes could benefit you and your client.
Tisha Miller
TuesdayJun 20 at 4:10am
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GIM: Implementation Techniques
As a social worker, there are several challenges that I may encounter with my clients during the various stages of the Generalist Intervention Model (GIM). Firstly, a significant challenge I may face is resistance from the client during the engagement stage. It is common for clients to initially refuse to engage in the problem-solving process due to their concerns about stigma or lack of trust in the social welfare system. In such instances, it is important for me to establish rapport with the client and to empathize and reflect an understanding of their feelings and thoughts (Kirst-Ashman & Hull, 2018). I would acknowledge their emotions and explain the benefits of the GIM in working together to promote their well-being. I would describe that the GIM follows a step-by-step process that is collaborative and tailored to their individual needs. By addressing this challenge during the engagement stage, it is more likely that the client will be able to trust me as their social worker and commit to working together.
A second challenge I may encounter with clients is knowing how to communicate effectively with them during the assessment stage, particularly when the client is a child. Children may be unable to accurately convey their experiences of abuse or neglect and may rely on metaphor or symbolic language to express their perceptions. In such cases, I would use child-friendly communication techniques, such as drawing with markers or playing a game, to create a safe and engaging environment. I would also actively listen to the child and avoid interrupting them or making assumptions about their experiences (Kirst-Ashman & Hull, 2018). Based on the assessment outcomes, I would implement a customized plan that considers the child’s unique needs, including their emotional state, age, and linguistic or cultural background. By using effective communication with the child client, we will more likely be able to develop a more accurate understanding of the risk and protective factors within their familial environment and determine appropriate interventions.
Reference
Kirst-Ashman, K. K., & Hull, Jr. G. H. (2018). Understanding generalist practice (8th ed.). Stamford, CT: Cengage Learning.
Kelby Mark Lemar
TuesdayJun 20 at 1:41pm
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When working with clients using the GIM General Implementation Model there can be challenges faced by the social worker. One challenge would be client reluctance. One example would be when working with a client that has a history of being abused and might not be as trusting with people in general. In these cases building a rapport with the client from the beginning will be essential. Empathizing with their feelings and respectfully dealing with their concerns is a good first step and will help show the client that you are their for them. Providing the client with information on the stages of the GIM will better inform them of what we will look to be accomplished and hopefully give the client the motivation to put forth effort (Kirst-Ashman & Hull, 2018).
Another challenge would be if during the planning stage the client becomes frustrated and then loses motivation if they can’t reach a specific goal or expectations aren’t being met. I would do my best to reassure them and give them advice on the best way of accomplishing that goal using a different method.
References:
Kirst-Ashman, K. K., & Hull, Jr., G. H. (2018). Understanding generalist practice (8th ed.). Stamford, CT: Cengage Learning.
Respond to two colleagues who selected a different area of practice utilizing crisis intervention. Compare your colleagues’ intervention steps with your own.
Tisha Miller
TuesdayJun 20 at 4:22am
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Crisis Intervention Skills in Social Work
Crisis intervention can be utilized in mental health crises. Mental health crises are often characterized by overwhelming emotional distress and impaired functioning, which can lead to self-harm, substance abuse, or suicidal behaviors. Mental health crises can arise from various factors, including traumatic events, sudden life changes, and exacerbation of existing mental health conditions (Kirst-Ashman & Hull, 2018). Crisis interventions serve to manage these situations and establish a plan for ongoing treatment and support. Crisis intervention can help individuals who are considering suicide to gain access to mental health services and other resources that can help them to manage underlying mental health challenges and build resiliency. crisis intervention may also be used to support individuals struggling with addiction or substance abuse, particularly those who are undergoing withdrawal or experiencing acute symptoms related to their substance use. In such situations, crisis intervention can be a useful tool to help stabilize the individual and prevent further harm.
The first step in crisis intervention is to assess the situation to determine the level of risk and the appropriate response. This involves evaluating the client’s mental state, behavior, and level of distress. Establishing a rapport with the client and creating a safe space for them to express their feelings and thoughts is important. The second step is establishing rapport and building a therapeutic relationship with the client. The social worker should adopt an empathetic and nonjudgmental approach, showing genuine concern and interest in the client’s well-being. The next step is to identify the problem that triggered the crisis. The social worker should use active listening and open-ended questioning techniques to encourage clients to express their thoughts and feelings (Roberts & Ottens, 2005). The social worker may also need to gather information from family members, medical records, and other sources to understand the client’s situation. Once the problem is identified, the social worker should explore alternatives and possible solutions with the client. This may include discussing coping strategies, resources, and support systems to help clients manage their symptoms and prevent future crises.
Based on the assessment, rapport-building, problem identification, and exploration of alternatives, the social worker should facilitate the development of a crisis intervention plan. The plan should be client-centered, realistic, and achievable. It should also involve the client’s input and suggestions. The social worker and client should implement the crisis intervention plan, which may involve mobilizing community resources, identifying appropriate referrals, and providing ongoing support to the client. It is essential to monitor the client’s progress and adjust the plan as needed (Roberts & Ottens, 2005). After the crisis is resolved, the social worker should conduct follow-up sessions to ensure the client’s continued progress and address potential relapse or setbacks. The follow-up should also involve ongoing support and encouragement to promote the client’s well-being and recovery.
References
Kirst-Ashman, K. K., & Hull, Jr. G. H. (2018). Understanding generalist practice (8th ed.). Stamford, CT: Cengage Learning.
Roberts, A. R., & Ottens, A. J. (2005). The seven-stage crisis intervention model: A road map to goal attainment, problem-solving, and crisis resolution. Brief Treatment and Crisis Intervention, 5(4), 329. https://triggered.edina.clockss.org/ServeContent?rft_id=info:doi/10.1093/brief-
Sarah Mcfadden
TuesdayJun 20 at 1:56pm
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An Area of Social Work Where Crisis Intervention May Be Utilized
Child Maltreatment: Neglect or when the caregiver cannot meet the child’s basic physical, emotional, mental, medical, or educational needs (Kirst-Ashman & Hull, 2018). This type of situation would denote a crisis intervention is necessary.
Steps Necessary to Conduct Crisis Intervention
Step 1: Engagement
Engagement is the first step for social workers and clients in most areas or situations. Engagement is when the social worker and client begin to relationship of trust, understanding, clarity, and empathy (Kirst-Ashman & Hull, 2018). In the situation of child neglect, the social worker needs to build a good rapport with both the child and the caregiver unless called upon to represent only one (Kirst-Ashman & Hull, 2018). Learning and understanding the level at which the child has experienced neglect depends on the child’s trust in the social worker.
Step 2: Assessment
Depending on the situation, assessment can be in different forms, such as an interview, testing, or crisis intervention. With child neglect, the first step would be interviewing the child and looking for indicators (Kirst-Ashman & Hull, 2018). Indicators could be housing hazards, supervision, cognitive deficits, behavioral problems, nutrition, sanitation, physical health, and other areas of importance to child development (Kirst-Ashman & Hull, 2018).
Step 3: Planning
Now that the social worker has identified areas of concern, they are now tasked with developing a plan to assist the child either in their home or in a new place of residency, to better their quality of life (Kirst-Ashman & Hull, 2018). This could mean coordinating with a child therapist, the child’s guardian, schools, daycare, extended family, friends, doctor, or other specialists necessary. The plan can then be developed as a working team to improve the areas of concern.
Step 3: Implementation
After the plans have been made by the team, it is time for implementation. This means that action items, therapies, and continued monitoring are ready to begin (Kirst-Ashman & Hull, 2018). This should be happening for both the child and the caregiver.
Step 4: Planning for Future Crisis
Overcoming crisis situations may take more than one try for some clients. It is important to implement prevention strategies and continue working with the client for as long as needed (Kirst-Ashman & Hull, 2018). The client may need to revisit the social worker to reassess, get back on track, or request new services. In child neglect, if the child is returned to their caregiver, careful monitoring must be ongoing until stability is obtained. During that time, the social worker can build a backup plan, with the client, if the caregiver fails to care for the child.
Kirst-Ashman, K. K. & Hull, G. H. (2018). Empowerment Series: Understanding Generalist Practice. 8th Edition. Boston, MA. Cengage Learning.
Respond to two colleagues:
Recommend one strategy for overcoming the social or economic justice challenge your colleague identified.
Describe one resource each colleague might use to help with a client’s transition into young adulthood.
Ebony Huntley TuesdayJun 20 at 7:09pmManage Discussion EntryDescribe two potential challenges that affect transitions into the labor market for individuals in young adulthood.Unfortunately, our young adults are suffering from entering the labor workforce because of many reasons. Two reasons that they are having a hard time going into the workforce are changes in tertiary (college-level) education, where tuition has been increasing and financial aid has been declining (Hutchison, 2019). And young people who have physical and mental disabilities (Hutchison, 2019 as stated in Verhoof, Maurice-Stam, Heymans, & Grootenhuis, 2012). Explain two ways discrimination and racism-related stressors may affect entry into young adulthood.Two ways that discrimination and racism-related stressors may affect entry into young adulthood are health issues and substance abuse. African Americans are more likely to be affected by discrimination and racism, which disadvantages them. African American youth experience residential segregation and aggressive policing, and are less likely than other emerging adults to attend and graduate from college (Hutchison, 2019). Research shows that greater exposure to racial discrimination exacerbates cardiovascular reactivity. Racial discrimination is also associated with violent behavior. Suicide and physical violence (self-and other-directed) may be construed as coping mechanisms in response to a stressful traumatic experience (Hutchison, 2019). As we can see, our young adults can have it hard if we do not advocate for them. If we want them to become independent, stable, law-abiding citizens, we must take away the stressors and challenges hindering them.ReferenceHutchison, E. D. (2019). Dimensions of human behavior: The changing life course (6th ed.). Thousands Oaks, CA Sage Publications.
Jacqueline Heredia WednesdayJun 21 at 12:17amManage Discussion Entry
Describe two potential challenges that affect transitions into the labor market for individuals in young adulthood
Two potential challenges that can affect the transition into labor market for individuals could be child baring and occupational planning. The challenge in childbearing is that they are faced with many obstacles as young parents. They face needs to be employed fulltime to support themselves and their child. They often have low work wages. As it states in (Hutchison,2018) “Very young single parents employed in full-time, low wage work without adequate access to affordable quality childcare or healthcare will be faced with difficulty in affording and finding time for the additional higher education necessary to obtain employment with better wages, benefits, and work schedules.” (P.235) It is hard being able to occupational plan due to their possible questioning.
Explain two ways discrimination and racism- related stressors may affect entry into young adulthood
Two ways discrimination and racism- related to the stressors affect the entry into young adult hood could be as it states in (Hutchison,2018) “Employer racial discrimination is another important factor.” (P.261) This becomes a stressor because the young adulthood may worry about not being able to obtain a position due to their race and social economic status. They often times face stressors of having other priorities other themselves. There are times that they are offered limited education that leads to a lesser occupational opportunity. Those stressors are intense and can take over and have less of the ability to gain their own independent.
References:
Hutchison, E. D. (2018). Dimensions of Human Behavior (6th ed.). SAGE Publications, Inc. (US). https://mbsdirect.vitalsource.com/books/978
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