Social Work Self-Evaluation Example

Social Work Self- valuation ExampleThe case was referred to the condition genial role player by the F.1 class instructor and the instructor reported to the worker that she had noticed her student named Judy had avoided joining group activities and she was feared just about bulling and she would cry suddenly in the class sometimes. After exploration, the next presenting chores are observedConstantly bullied by classmatesAvoid joining group activitiesFear about bullying and cry suddenly in the classAim of the assessmentThe aim of the assessment is To arrive at the basic information of the lymph gland about personal, family, school and social network To study the underlying factors contributing to the presenting problems and To find out the facts those trigger the problems so that an discussion plan could be set up to sponsor the invitee.Brief Social HistoryThe worker had conducted four personal interrogates and based on the oppugn sessions conducted with the client, the surveiling information is ga thered.Genogram/family background and relationshipThe parents of Judy were divorced since she was in particular school and thus she was brought up in a single parent family. Judys father lives in Mainland China and he does not finish up with the family. The three family members Madam Wong, Andy and Judy live together. The mother Madam Wong, 44 years old, works as a cleansing agent and she is the only bread winner of the family. Andy Cheung elder brother of Judy is 15 years old attending F.2 at a different school from Judy.Emotional creatorThe client was observed to be upset with the situation she is being bullied. Moreover, she did not want to come across much about her problems and she was not convinced that others could understand and help her. She also felt that she is not as capable as her brother in doing not very well with her school lessons.Living conditionThe client lives together with her mother and elder brother at a public housing flat.F inancial conditionThe mother, Madam Wong is the main bread winner of the family and the periodical income was unobserved.History of violence/ab implementThere is not serious case of violence according to the workers observation. However, the worker had studied that the client had been constantly bullied by her classmates at school. She was hit and her belongings were destroyed sometimes.Supportive networkThe client had some friends at the previous school she attended but she does not have whatsoever friends at the current school. The client told the worker that although she reported to the teacher about the issue, those who bullied her did not stop bullying and she does not think it is a good topic to report the teacher. Moreover, she does not want to tell her mother about her problems and feelings since she does not want to bother her. It dealms that the mother alone would be her supportive network since she mentioned during the interview that her mother would listen to her if she discloses her feelings.Coping strengthsThe worker assessed that she does not know how to cope with the problem except crying and according to the client, reporting to the teacher did not work. shimmy conceptualizationCore issues referred by the school teachera) Avoid joining group activities in the classb) Cry suddenly in the class sometimesc) Constantly bullied, belongings are destroyed and hit by classmatesWorkers perception of the core issuesThe worker identified based on the personal interviews conducted thata) The client lacks ego confidence and self gazeSince she stated that she was not doing well at school and she is not as clever as her brother.b) The belief of the client that there is nobody who cares and understand herThe client mentioned that talking with other people (eg. Teacher and family) would help and they would not listen to her nor understand her.According to cognitive theorists, most social and behavioral dysfunction is derived from misconceptions that peop le hold about themselves, other people and situations (Hepworth, 2006). In this case, the self-defeating belief of the client that she is not as capable as others and that there is no one who can help/understand her had led her to emotional and behavioral consequences that block her to be a confident and capable girl. analytic thinking of the problemThe worker analyses the case by applying the Rational Emotive Behavioral Therapy (REBT), using the ABC model which was created by Albert Allis (Corey, 2005).A (activating event) B (belief) C (emotional and behavioral consequences)D (disputing intervention) E (effect) F (new feelings)In this case, the worker conceptualized that the irrational beliefs of the client that she is bullied and maltreated because there is no one who understands her and that she is incapable triggered her to be discourage and to be a port from the social environment at school.The worker strongly believes that once the client can detect what her irrational belief s are, the client could be helped with the disputing interventions to contestation her dysfunctional beliefs by herself to solve the problem and to be a confident girl.Strengths and opportunitiesThe worker had identified the following strengths and opportunities of the client during the interview sessionsStrengths Good friends (social life) at primary school. This implies that she does not lack socialization skills Helping her mother with household chores. It means she is a considerate daughter and she has a strong affection to her mother.Opportunities The class teacher is concerned about the problem. She is also willing to help the client with the problem. Her mother would listen to her if she discloses her problems and feelings to her.Intervention planThe goal of the intervention plan is to help the clienta) To reveal the irrational beliefb) To debate then discriminate these irrational beliefs by herselfc) To help the client to build self confidence and self esteemd) To help the client socialize and participate in school activitiesImmediate plan Ask the client to do assignment so that she can identify and cope with her irrational beliefs Assignment such as Feeling List would be given so as to make the client aware of her professemotional condition and the progress (Sheafor Horejsi, 2006). Encourage the client to build up self confidence and self esteem by assigning her to identify the precise conditions and circumstances under which she feels positive and worth about herself(Sheafor Horejsi, 2006). Promote the clients resilience by helping her to discover her experience strengths to overcome all thehardships (Egan, 2007). Discuss with the teacher how to provide psychosocial support to the clientLong term plan To set up a good social support for the client to engage the school environment, familymembers in the helping process (Egan, 2007). Discuss with the class teacher for organizing classroom activities where the client would beable to actively partic ipate and appreciate her own strengths.Recommendations for follow up To have another case session to set up an agreed intervention plan with the client and toencourage the client do the assignments. assessment on the school environment regarding the bulling issues might help Discussion with the family and the school to engage in the helping processPart IISelf EvaluationThe worker had applied different types of communication and helping skills during the interview session with the client.The skills used and the effectiveness Warm greeting before starting the interview engage with the client/reverberance buildingIt is a way to let the client feel comfortable with the interview session. The client was more willing to talk freely after engaging with some general conversation at the beginning of the session. Asking the understanding of the client about being referred by the class teacher Confirmation of whether the client is willing to talk to the worker Asking expectation of the clien t and inform about the interview session Explaining the main purpose of the interview that she would be helped through the processIt helped the client see clearly what the worker will be doing with her so that she can feel free to talk to the about her problems. Express understanding towards the clients through basic attending skills such as faced the client squarely, adopted the open posture, leaned towards the client, maintained good eye contact and relaxed while interacting with the client.In these ways of basic attending skills, I expressed empathetic attending, understanding and willingness to help. It helped the client to be willing in expressing her feelings and problems. Using oral and non-verbal attending skills such as eye contact with the client, facial expression, and minimal encouragers.It encouraged the client to be more willing to talk. It also showed that I was audition to the client carefully. I used follow up questions like open-ended questions to confirm what th e client had said so that there would not be whatever misunderstandings. Clarifying and verifying what the client had told the workerI clarified/verified what the client had told me by using phrases like it appears to me that and questions like oh you want to is that what are truism? It helped to discriminate the misunderstanding and confusion that can occur if I did not clarify or verify what the client had told and if I interpret in my own perception. Paraphrasing and SummarizingIt was effective in a sense that I could express my understanding about the client and that I had been listening carefully and finding a way to help the client. Using of open questions and miracle questionI used open questions to explore what the client had said for better understanding. Moreover, I also asked the clients perception on problem solving by asking What do you think you can do to stop the bully? Although it did not help the client solve the problem completely, it helped the client think abou t what she could do to cope with the problem.I also used the questions to explore the clients wants and goals by asking How do you want your classmates to treat you? What variety show of situation do you want? and What if ? By asking these questions, the client voiced out what she wants and what she wants to be like which can result in goal setting.Strengths and weaknesses in the interventionDuring the intervention process, I evaluate the strengths of mine that I had a pretty good engagement with the client applying basic communication and helping skills. The use of appropriate questioning and clarifying worked to identify the problem and in detecting what the client wants and needs.As weaknesses, I needed to improve more on rapport building to gain the trust of the client. More practice on follow up questions and leading questions so as to make the client more articulating to disclose her problems.In reflecting my learning, this practice session helped me a lot to build up my skil ls needed in social work practice. Moreover, I have learned a lot about the effectiveness of the skills and what more could have been done to boost up my skills to be a good professional. The class discussion and feedback from the classmates made me see myself clearly about the strengths and rooms for improvement.