Question 1: no less than 450 words
First read the case note 001-008 in A Day in the Life of a Social Worker. This case note chronicles the worker’s visit to the Hollis family. Some of the information is subjective and emotional, and some is objective and factual. Now read the case note guidelines explained in your text, paying close attention to Table 5.3. Finally, write one objective case note that includes all of the facts from the case note 001-008 in the simulation (A Day in the Life of a Social Worker). You may add your own imaginary quotes from family members, and you may substitute exact numbers in place of subjective comments. Write one case note and do not use sub-titles. Remember that you have a sample case note in your Course Essentials. You can refer to this if you are unsure of the form of a case note. (Spelling, punctuation, and grammar will be worth two marks with 0.5 marks deducted for each error.)
Question 2: Intervention video
Pls write a script for 300 words. Pls follow the example below.
http://www.screencast.com/t/baG6ymAQt
Remember to write where should I pause, should I laugh, something like this. Then, check the checklist making sure the script has all the aspect.
STEP 1
Then choose one particular child from the following three children. This is the child to whom you will introduce yourself.
Child 1 – a ten-year-old boy, Abduljelezzar. His first language is Arabic and he speaks limited English. He is staying in a woman’s shelter together with his mother and three sisters. It is his first week in the shelter and already there have been several complaints about his hitting his sisters and shouting at his mother. You are a crisis counsellor at the shelter and you are meeting Abduljelezzar for the first time. His mother and sisters are in an adjoining room with an early childhood educator.
Child 2 – a fifteen-year-old girl, Fatimah. Fatimah comes from a large extended family. With the agreement of her parents Fatimah has been living in a parent model home in Ottawa for the past two years. She is visually impaired and requires adaptive equipment to succeed in school. One of the part-time workers overheard Fatimah telling another girl that she planned to leave the care system as soon as she turned sixteen. As a semi-independent living worker you have been assigned to meet with Fatimah after supper and you meet her as she is about to start one of her school assignments.
Child 3 – an eleven-year-old girl, Stardust. Her first language is Cree and she speaks limited English. Stardust moved with her family from a reserve in northern Ontario recently and she is adjusting to being in an urban area in the south. She has fetal alcohol syndrome and has several learning challenges as well as a lack of impulse control. Recently she pushed another student hard against a wall, causing that student to fall out of her wheelchair. You are a school social worker who has been asked to meet with Stardust for the first time.
STEP 2 Write a script introducing yourself to that particular child. This is an introduction not an interrogation, and questions, including “okay?”, should be kept to a minimum Your introduction should have the following features:
• The child’s culture and specific needs should be acknowledged first..
• The child’s name should be said correctly at least twice.
• The child’s comfort should be ensured (props can be used).
• Your name (what you want to be called) and role should be briefly and appropriately explained.
• Confidentiality should be briefly and appropriately explained.
• Your body language should be warm, comforting, and empathic.
• Your language (words and body) should reflect the Rogerian approach and the AHA! Method. You cannot lie to the child (“I am here to be your friend”) or disrespect the child (“I know how you feel”)
• Your language should be culturally and developmentally appropriate for the child.
• Your voice tone should be modulated, warm, and welcoming.
• You should use appropriate humour and warmth.
STEP 3 After scripting your introduction, rehearse it several times until it flows easily and naturally. Your video should be between 2-3 minutes in length and must feature yourself only (no child). Your video must be submitted in .mp4 format.
The marking grid for your video is as follows:
Student acknowledges the child’s specific culture and affirms this through words and gestures. 1
The student explains the worker’s role (to listen), the purpose of meeting, and confidentiality in three or four sentences in language that is appropriate for that particular child. 1
The student’s body language is empathic and responsive; gestures are positive and welcoming. 1
No more than three questions are asked (note: “okay? ” is a question).and there is ample silence for the child to participate. 2
Child’s comfort is checked at the beginning (props can be used here). 1
Humour is used. 1
The child’s name is checked with the child and used at least twice during the meeting. 1
Video is 2-3 minutes long. Student maintains direct eye contact throughout the video and speaks clearly (does not read). 2
Question 3 (not less than 200 words)
AHA method: All of this can be conveyed by silence and attentive listening, or by affirming sounds and phrases such as, ‘Yes!’ Affirming the child’s story does not mean affirming that each detail is exactly right. It does mean affirming the child’s story as remembered.
Use the AHA! Method to listen to someone telling a story (any story).
What part of this method was most difficult for you?
Did anything surprise you when you used this method?
How did the person telling the story react to your active listening?
Did the person find your body language and use of silence helpful or not?
Question 4 (not less than 200 words)
Review the following ten websites. Write one sentence for each website to explain why that website is most appropriate or not for a twelve-year-old girl from a remote area in northern Manitoba. She has identified to you that her main concern is her loneliness and depression. Note: do not describe each website; instead, comment on its value for the needs expressed by that particular girl. Your answer should be between 200 and 250 words, logical, complete, and correct. Spelling, punctuation, and grammar will be worth two marks with 0.5 marks deducted for each error. The ten websites are as follows:
Wabano Children and Youth http://www.wabano.com/mental-health/children-youth/
MindYourMind- http://mindyourmind.ca/
Youthline- http://www.youthline.ca/
KidsHelpPhone- http://org.kidshelpphone.ca/
Youth Canada- http://www.youthcanada.ca/
Winston’s Wish- http://www.winstonswish.org.uk/
YouthNet- http://www.youthnet.on.ca/en/YNRA-home
ReachOut- http://au.reachout.com/
TeenLine- https://teenlineonline.org/
Zoe and Molly Online- http://www.zoeandmolly.ca/app/en/
Case Note Sample:
Home Visit to Smith/Lapierre family, Apt. 317, 72 Ritchie Street, Ottawa, Date: March 3, 2016. This worker walked up to the third floor, Pendola Towers, at 9:08 am, knocked and immediately heard two loud voices and barking. Donald Lapierre (age 19) opened the door. Beside him was what appeared to be a sixty-pound black Alsatian dog. This worker presented identification and requested safe entry. Donald closed the door briefly (40 seconds) during which there were sounds of loud barking and the same two adult voices. Donald re-opened the door and led this worker down the hallway past the bathroom door (barking and banging against door heard) to the living area. He stated that there were no firearms in the apartment, and that his “girlfriend” Crystal Smith (age 17) and their baby Kyla (6 weeks) “were both asleep”. He stated that there were no other persons in the apartment. After verifying his full name, age, and Crystal’s full name and age, this worker disclosed that an anonymous report had been made to the agency last night regarding a child’s prolonged crying. Donald did not appear surprised and commented, “those fucking neighbours”. He offered no further explanation. This worker asked to see Kyla, and Donald went into the bedroom. He returned holding Kyla in his arms, correctly supporting her head. He put Kyla down on the couch, arranging her blankets around her. Kyla’s eyes were still closed but she exhibited the moro reflex when placed on her back on the couch. This worker asked Donald for her health records and he went to the kitchen. This worker warmed her hands and gently removed Kyla’s blankets to examine her, beginning with her head. There were no obvious marks on her head. Her eyes were circled with a yellow, gummy substance and there was caked nasal drip under her nose and on her cheeks. Her chin was blotchy and red and there appeared to be a skin rash. Her neck folds had caked yellow residue on them. This worker re-wrapped Kyla who remained asleep. Donald returned without the records. He did not have the name of Kyla’s pediatrician, did not know her weight or the date of her last health visit. This worker explained the location of the well baby clinic and stressed that Kyla must be brought there today before noon. This worker told Donald to call her before 1pm today with the health results. After giving Donald the agency card this worker made a meeting date for the family (including Crystal) for this Friday (March 7) at the agency at 11am. This worker reminded Donald that failure to report on Kyla’s health by 1pm today would result in another visit and further action by the agency. This worker left the apartment at 9:42am. LOC: 44min.
Child Protection Recording Template
001. Subject Details
Family Name : Anderson / Hollins
Primary Contact No :
Mobile No :
Date of Birth :
Principal Address : 12e Downyour Way, Anytown
Case Reference Number : CYPS667
Event Date :
002. Purpose of Visit
003. Who was Present?
Purpose of visit (issues to raise, presenting issues) :
The purpose of the home visit was to follow up on action plans from the recent
strategy meeting and begin an assessment of the situation.
When I arrived the home was in chaos and Ms Anderson was not coping. Mr Hollins
was not at home despite the plans for him to be there. The rooms had little
semblance of order; the kitchen had over-filled bins and a sink stacked with washing
up, many clothes were strewn around the place. There were considerable signs of
large-scale drinking with many cans and bottles, empty and unopened, in the living
room and the hallway. Josh’s bedroom smelt of urine from bedwetting and the bed
had been stripped but the bedding not replaced. The baby’s cot had adequate
bedding and age-appropriate stimulation. Mum was clearly stressed and this
overtook the home visit, as she was managing the baby nervously and was very
heavy-handed with Josh [who should have been at school].
Who was present? :
Mum, baby, Josh. Mr Hollins was ‘out’
004. Was child seen?
005. Views
Child seen? : Yes – both
If child seen, was child seen alone? : Yes
Josh’s views :
Josh answered the door and quickly asked if I was from the school. Josh let me in
and was pleased when I said I wasn’t but was less pleased when I said he should
be there.
Mum cleared a table off for us, and was avoiding all eye contact. Josh kept asking to
go out and play and Mum ignored him.
Josh started to run round the rooms and shout, to which mum screamed louder and
set the dog off barking. The baby slept through all this. Josh went into his bedroom.
I went to talk to him and he had taken a big bar of chocolate out of his mum’s bag.
Josh said Liam [Mr Hollins] was angry with me visiting and he doesn’t want to see
me.
Josh opened up a golf umbrella and mum shouted at him not to do that as it scares
the dog.
Parents views :
Mum is not coping with Josh not being at school. She can’t see why the school can’t
cope with him as that’s what schools are for, she said. She thinks the baby is doing
well and doesn’t understand why the health visitor has called in ‘the social’. Mum
stated her relationship with Mr Hollins is fine and wants him to get a job [which he
was apparently ‘out’ looking for].
Mum stated she is unable to play with Josh and that she doesn’t know what to do
anymore to get him to school. She didn’t understand why he had to be taken to the
hospital to have bruises looked at which she repeated he got through wrestling with
Mr Hollins. She complained that the doctor won’t prescribe anything for his asthma
or his hyperactivity and she is thinking of changing to another GP practice.
Mum was not keen on going to Sure Start but didn’t close the door on this
completely. She will likely need someone from the centre to visit and introduce
themselves first.
006. Risk & Protective Factors
Risk factors (new, increase in known risk factors?):
• Josh is not being given consistent parental controls.
• Josh is not at school and, aged 7, is getting ‘out of the habit’ of school
attendance.
• The baby is not meeting developmental milestones.
• Little is known about the baby’s father, Liam Hollins, and I have yet to meet
him.
• Mum is struggling to cope with Josh and baby together and the house is
being neglected.
Protective factors (new factors and change to known factors) :
• Mum seems to have an instinctive warmth and affection for the baby and it
appears well fed, well dressed and reasonably content during each of my
visits.
• There are family relations in the locality who are helping and so mum is not
isolated.
007. Analysis and Actions
Analysis / Actions / Timescales :
There are concerns from the health visitor about the baby’s developmental delay;
Josh being out of school, his bed-wetting and recent injuries need investigation;
housework appears to be too much for mum and the state of the home is particularly
under-organised. The baby’s father, Liam Hollins, has not kept arrangements for me
to meet with him and this needs to be urgently followed up to progress the
assessment.
ACTION – Discuss with supervisor; conference to be arranged to share information
and assess risks to children and agree a coordinated plan of action involving all
relevant agencies.
