Navigating Family Interventions in a Social Work Role: A Practical Guide

Read the following scenario that you’ll use as the basis for this assessment:
You are a social worker responsible for providing academic, emotional, and behavioral support for students enrolled in a community summer program. The program offers a range of academic courses in a structured educational environment. Students can explore academic interests, engage in hands-on learning experiences, and participate in extracurricular activities, such as sports, performing arts, community projects, and leadership development. The most compelling benefit of the program is that students can earn credit for high school classes.
Jasmine (13 years old) and Maya (12 years old) Waters are sisters who are enrolled in the program. Jasmine excels in the program and demonstrates remarkable self-discipline to complete her activities. She has taken advantage of several opportunities in the program and the program facilitators have commended her for her focus and efforts. They have even submitted an application on her behalf to be placed in a more advanced summer program next year. However, Maya has been struggling to find value in the program. The program facilitators note that Maya regularly completes program activities with a poor attitude and is often disciplined for engaging in disruptive or disrespectful behavior.
You have been asked to speak with the sisters’ parents to inform them that Maya will be asked to leave the program if the misbehavior continues. After speaking with Mr. and Mrs. Waters, you learn they are very concerned about Maya and share some of her risky behaviors they have observed at home. For example, Maya has been sneaking around to spend time with a much older boyfriend, despite her parents’ attempts to keep her away from him. Mr. and Mrs. Waters report they have seen inappropriate text messages and photos between Maya and her boyfriend. Maya seems highly focused on her boyfriend and shows increasing disinterest in her friends and family.
The parents are desperate for Maya to stay in the program and state that because Jasmine is very protective of Maya, Jasmine will certainly leave the program if Maya is asked to leave the program. Additionally, Maya struggles academically and her parents were hoping the program could help her be more successful throughout the school year. Both parents work long hours and are unable to afford supervision during the summer. They rely on the program to provide a structured and productive routine for their daughters.
As the social worker, you must navigate this situation and support the family’s needs by developing interventions that ensure the success and well-being of all involved.
Recording and Collaboration Preparation
Complete the following tasks in preparation for the technology, collaboration, and deliverable requirement components:
Review the assigned textbook readings from SWRK/403: Social Work Practice: Intervene, which are located in the Wks 1 and 2 Learning Activities folders, as needed.
Brainstorm and develop a scriipt or outline for your recorded session with your assigned partner(s). This role-play video is not intended to be a real social work session; rather, it is an opportunity for you and your partner to practice basic social work skills. Determine and address the following:
What issue(s) will the client present to you (the social worker)?
How is the issue related to a family issue or concern?
What is the professional and/or ethical intervention strategy the social worker will exemplify?
How will you demonstrate a professional and/or ethical intervention? Note: You may wish to incorporate a professional and ethical dilemma the social worker must address or navigate.
I am not worried about the video.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

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Step-by-Step Guide to Preparing for Your Recorded Role-Play Session

Step 1: Understand the Context
Review the case details about Jasmine and Maya Waters to identify key issues:

1. Maya’s Challenges:
   • Struggles with academic performance.
   • Displays poor attitude and disruptive behavior in the program.
   • Risky behaviors at home (e.g., inappropriate relationship with an older boyfriend).
2. Family Concerns:
   • Parents rely on the program for structure and supervision.
   • Jasmine’s potential withdrawal if Maya is removed from the program.
   • Parents’ inability to provide consistent oversight due to work demands.

Step 2: Identify Issues the Client Will Present

• The parents will likely express the following concerns:
  1. Desperation to keep Maya in the program.
  2. Frustration over Maya’s risky behaviors and defiance.
  3. Concern about the potential negative impact on Jasmine if Maya leaves the program.

Step 3: Connect the Issues to Family Dynamics

• Maya’s behavior may reflect unmet emotional needs, a desire for attention, or sibling comparison issues.
• Jasmine’s protectiveness could indicate strong familial bonds but may also create additional pressure on her.

Step 4: Develop a Professional and Ethical Intervention Strategy
As the social worker, your intervention should focus on supporting the family while prioritizing Maya’s well-being and development. Consider these strategies:

1. Family-Centered Approach:
   • Facilitate open communication between Maya, Jasmine, and their parents.
   • Help the family identify underlying causes of Maya’s behavior (e.g., self-esteem, peer pressure).
2. Strengths-Based Perspective:
   • Highlight Jasmine’s achievements and resilience as a role model for Maya.
   • Acknowledge Maya’s potential and help her discover interests and goals.
3. Ethical Interventions:
   • Address the ethical dilemma of balancing Maya’s needs with program policies.
   • Protect Maya’s privacy while maintaining transparency with her parents.
4. Programmatic Support:
   • Collaborate with program facilitators to create a tailored plan for Maya’s success (e.g., mentorship, additional academic support).
   • Explore ways to integrate Jasmine’s involvement to positively influence Maya.

Step 5: Demonstrate Professional and Ethical Interventions
In your role-play session, showcase the following skills:

1. Empathy and Active Listening:
   • Validate the parents’ concerns and express understanding of their struggles.
   • Demonstrate patience and compassion when discussing sensitive topics (e.g., Maya’s relationship).
2. Solution-Focused Techniques:
   • Propose actionable steps, such as family counseling or connecting Maya with a mentor.
   • Collaborate with parents to set realistic goals for Maya’s behavior and academic improvement.
3. Boundary Setting and Transparency:
   • Clearly explain the program’s expectations and potential consequences for Maya’s behavior.
   • Encourage a partnership between the family and the program to support Maya’s growth.

Step 6: Prepare for Role-Play Collaboration
Work with your partner(s) to outline your role-play session:

• Opening:
  • Greet the parents warmly and set a supportive tone.
  • Introduce the purpose of the session and outline confidentiality guidelines.
• Discussion:
  • Address the parents’ concerns about Maya’s behavior and program participation.
  • Explore family dynamics and identify strengths and challenges.
• Intervention:
  • Propose strategies for addressing Maya’s behavior and supporting her growth.
  • Discuss next steps, including follow-ups or referrals to additional resources.
• Closing:
  • Summarize key points from the session and confirm next steps.
  • Thank the parents for their openness and collaboration.

Step 7: Record and Submit the Session

• Practice the role-play with your partner(s) to ensure smooth delivery.
• Record the session, ensuring clarity, professionalism, and adherence to ethical guidelines.
• Submit the recording as per the assignment requirements.

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