Reference no: EM131332241

Social Science

Hall, R. E. (2008). Evidence-based practice as social work 'technology'. Irish Journal of Applied Social Studies, 8(1), 21-29.

Daley, M. R., & Doughty, M. O. (2006). Unethical social work: Comparing licensing and NASW perspectives. Arete, 30(2), 36-50.

Grady, M. D., & Strom-Gottfried, K. (2011). No easy answers: Ethical challenges working with sex offenders. Clinical Social Work Journal, 39(1), 18-27.

Discussion 1: Title Protection and Licensure

When one pictures a doctor sitting at her office desk, it seems natural to imagine multiple diplomas on the wall nearby. The notion of doctors displaying their credentials seems indisputable when one considers the importance of professional credibility in instilling trust in patients.

Just as medical practitioners are responsible for achieving and maintaining proper licensure, so are social work professionals. Those who receive the title of "social worker" have met the criteria developed to demonstrate proficiency in meeting the demands associated with the profession.

For this Discussion, research the criteria for assuming the title of social worker in your state or country. Consider benefits offered by title protection and maintenance of licensure standards. Also think Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding generalist practice (6th ed.). Stamford, CT: Cengage Learning. Chapter 3, "Practice Skills for Working with Groups" (pp. 94-126) about the challenges that title protection and licensure standards may pose.

A description of strengths and challenges associated with title protection and licensure. Describe two strengths and two Although students of social work have not yet satisfied the criteria to earn the title of "social worker," they are bound by the same ethical requirements as titled social workers. Social workers regularly face ethical issues of varying magnitude, and social work students may as well. Some issues seem obvious, while others may emerge in subtle ways.

For this Discussion, select one of the following scenarios. Consider the dilemma described, and imagine how you might feel if you found yourself in a similar situation. Think about the ethical obligations you would have as a social worker or social work student.

Scenario 1

You are a social worker in a public health department providing services to pregnant women. As part of your duties, you provide parenting education, support, and connection to community resources, and you follow up with the families and their newborns for six months after birth. Ms. C has been a client of yours during two pregnancies in the last three years. She has a 15 year-old, a nine year-old, a three year-old, and a newborn. On this day, you are making a routine visit to Ms. C, who lives in an older mobile home in a rural area of the county. You take with you a newly hired social worker who is in training. When you arrive at the house, you find that it is clean and the two older girls are busy doing their homework. The three year-old is playing, and Ms. C is feeding the baby.

During the visit, the new social worker asks Ms. C whether she is looking for work. When you discreetly ask her about birth control, the social worker remarks, motioning to the 15 year-old daughter, "You better get her on birth control if you do not want more babies around here." Ms. C does not respond to the other social worker, instead maintaining her focus on you. You can tell that she is bothered by the remark about her daughter.

Scenario 2

You are at lunch with some of your social work colleagues at a mental health center.

While you are eating lunch, one of your colleagues says, "So, none of you can beat my morning. I had a borderline in my office who was definitely off her meds. She kept jumping out of the chair and spinning around the room and she was talking really fast about having a baby and being pregnant. I did not even try to deal with her. I called the Access Team and it took them half an hour to get to my office. The whole time I am watching her spin around, and I cannot help but laugh. They took her for an evaluation, but that was the craziest woman."

A description of the steps you would take to address the situation in an ethical manner. Justify your response with evidence from the Readings.

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding generalist practice (6th ed.). Stamford, CT: Cengage Learning. Chapter 3, "Practice Skills for Working with Groups" (pp. 94-126)

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding generalist practice (6th ed.). Stamford, CT: Cengage Learning. Chapter 3, "Practice Skills for Working with Groups" (pp. 94-126)

Huss, E., Elhozayel, E., & Marcus, E. (2012). Art in group work as an anchor for integrating the micro and macro levels of intervention with incest survivors. Clinical Social Work Journal, 40(4), 401-411.

Mallon, B., & Houtstra, T. (2007). Telephone technology in social work group treatment. Health & Social Work, 32(2), 139-141.

Plummer, S.-B., Makris, S., Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Part 1, "The Johnson Family"

Laureate Education. (Producer). (2013). Johnson Family Episode 3 [Video file]. In Sessions. Retrieved fromhttps://class.waldenu.edu

Discussion 1: Social Work Practice with Groups

You have been running a group for sexual assault survivors for the last nine weeks. Despite your best efforts to provide a safe environment, validate the women's experiences, and create a sense of hope, the group members often ask, "Will I ever get over this?" This is an important question, but one that is not easily answered. As the social worker, you discuss the impact of trauma and the benefits of using group and individual therapy to process what occurred in order to reduce its impact on their daily lives. Yet, your response does not alleviate the group's anxiety about the future. As a result, you invite a previous client who has completed group work and individual therapy to come and speak to the group. As she talks about her new feelings of empowerment and growth since participating in group work, the rest of the group members begin to smile and nod their heads. After the guest speaker has left, the members all talk about how amazing it was to hear this woman's story and to see someone with the same experience thrive and move past the assault. They all expressed a sense of hope and relief. Group work offers many benefits that cannot be achieved through individual therapy alone. The most obvious benefit is group member validation. The knowledge that you are not alone and are not the only person who has experienced that particular issue can foster a strong sense of hope.

For this Discussion, review this week's Resources including the Johnson Video case. Then consider the potential benefits Talia Johnson might experience through her participation in group work as depicted in the video.

Post an explanation of the potential benefits Talia might experience through her participation in group work as depicted in the video.

• Support your posts and responses with specific references to the Resources. Be sure to provide full APA citations for your Discussion 2: Mezzo Skills: Group Roles

During recent meetings with your sexual assault survivor group, you have noticed some potentially counter-productive behaviors from some of the members. One member always wants to sit next to you. When you speak, she nods her head and, at times, she repeats your very words. Two members always sit together and have side conversations. You have not said anything yet to them, but you feel it is distracting to the others. When you ask them to participate, they both provide little input and often just shrug their shoulders. One member talks at length during every session, forcing you to interrupt her by asking others to contribute to the discussion. You need to set boundaries with this person or she will continue to dominate the entire session.

Behaviors in group settings often are manifestations of the roles members play based on their personality. While groups have many benefits for clients, including validation, support, comfort, and education, they also can highlight some personalities and behaviors that might be challenging for you to manage as the group leader. How might you respond to these behaviors and roles? How might you redirect these behaviors and reposition the member roles for the benefit of the group?

For this Discussion, review this week's Resources. Search the Walden Library for an article dealing with group roles in social work practice. Then, consider the group member role that might be most challenging to you as a group leader and why. Finally, think about skills you might use for overcoming the challenges that member role presents.

Post brief description of the group member role that might be most challenging to you as a group leader and explain why. Then, explain a skill you might use for overcoming that challenge.

Support your posts and responses with specific references to the Resources. Be sure to provide full APA citations for your references.

Discussion 2: Mezzo Skills: Group Roles

During recent meetings with your sexual assault survivor group, you have noticed some potentially counter-productive behaviors from some of the members. One member always wants to sit next to you. When you speak, she nods her head and, at times, she repeats your very words. Two members always sit together and have side conversations. You have not said anything yet to them, but you feel it is distracting to the others. When you ask them to participate, they both provide little input and often just shrug their shoulders. One member talks at length during every session, forcing you to interrupt her by asking others to contribute to the discussion. You need to set boundaries with this person or she will continue to dominate the entire session.

Behaviors in group settings often are manifestations of the roles members play based on their personality. While groups have many benefits for clients, including validation, support, comfort, and education, they also can highlight some personalities and behaviors that might be challenging for you to manage as the group leader. How might you respond to these behaviors and roles? How might you redirect these behaviors and reposition the member roles for the benefit of the group?

For this Discussion, review this week's Resources. Search the Walden Library for an article dealing with group roles in social work practice. Then, consider the group member role that might be most challenging to you as a group leader and why. Finally, think about skills you might use for overcoming the challenges that member role presents.

Post brief description of the group member role that might be most challenging to you as a group leader and explain why. Then, explain a skill you might use for overcoming that challenge.

Support your posts and responses with specific references to the Resources. Be sure to provide full APA citations for your references.