Create an original script (play) between a child’s social worker and
parents using key social work skills from the provided handout
Academic Level : Bachelor
Paper details
From Reaching and Teaching Children Who Hurt: Strategies for Your Classroom by Susan E. Craig, create
a scripted dialogue for the following scenarios about a child:
• • Jasmine (Chapter 5)
Assignment: Script: (4 pages, font Times Roman, font size 12, 1-inch margins; space between character
dialogue, otherwise single-space) please use the following to construct an original script. Number 5 is the
MOST important. When a skill is used from one of the handouts, you MUST put in parenthesis what skill
from the handout is being used:
1. you ARE the school social worker. You have been in this role since the beginning of this school year.
There are enough examples throughout the chapter to develop and create an original script.
2. You have seen the parent/s of your student-client briefly during school events such as ‘Welcome Back to
School Pep Rally’, ‘Curriculum Night’, ‘and Thanksgiving Potluck’. You greeted them at each event and had
pleasant, surface-level, small talk. They are cordial and appear happy to participate at school events.
3. Also, you met with the parent/caregiver/s during the two Parent-Teacher Conferences (Report Card
Night) in November and recently in March. However, they were brief meetings. Each time, you shared a few
points on your student’s social-emotional issues/needs thus far. However, last month you approached the
parents/caregivers about having a fuller meeting with you and the teacher to share a host of observed
and/or experienced situations within the class and school community. They agreed wholeheartedly, and
arrived on time for the meeting. This is an adult meeting; hence, the student will not be present. It will take
place privately and uninterrupted in the classroom (not your office) for 45 minutes to an hour.
4. Construct a well-thought out script for this meeting (parents/caregiver, teacher, and you). If you select a
scenario that doesn’t highlight a school social worker – ADD this key school professional. In your script,
know that you and the teacher have both been conferencing regularly to discuss, plan and incorporate
behavioral strategies to socially and emotionally support your student’s development. You will intricately and
purposely weave in your newly acquired content knowledge throughout the script to share this.
5. To ensure that the dialogue from the SOCIAL WORKER & TEACHER encompasses content knowledge;
Weave in appropriate and relevant wording and phrases from the following resources:
• • Any supporting scholarly article from this course
• • Racial and Social Equity Learning Glossary Terms
• • 5 Social-Emotional Competencies + Emotional Intelligence Competencies
• • Cycle of Socialization
• • 8 Cultural Forces
• • Matrix of Oppression
• • 11 Executive Functioning Skills
• • PAIRS Effective Dialogue & Engaging Skills
• • Techniques/Guidelines for Active & Mindful Listening
• • Dimensions of Functional & Dysfunctional Behavioral Patterns
• • Growth Mindset vs. Fixed Mindset
• • New York State Code of Ethics for Educators
http://www.highered.nysed.gov/tcert/pdf/codeofethics.pdf
• • Code of Ethics of the National Association of Social Workers http://www.naswdc.org/pubs/code/code.asp
and
• • 16 Habits of Mind http://www.chsvt.org/wdp/Habits_of_Mind.pdf
6. Do not make your script a fairytale. It should be written and read as informative, realistic, yet practical.
7. Include authentic traits of the parent/s/or guardian/s highlighted from Susan E. Craig’s book.
8. Describe [facial expressions and body language] when appropriate.
9. When teacher or social worker speaks, their dialogue MUST include content knowledge listed in bullet
point #5 & 7. Naturally construct dialogue that fluidly communicates intent, impact, purpose and reasoning.
5/8/2020 Order 318486617
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Note: What milestones were met? What additional developmentally-appropriate, social-emotional
milestones do you both seek to be met? Describe what would be optimal for your student to continue to
learn, socially and emotionally, & Why?
Remember, parents are vulnerable in meetings and love their children. In spite of possible defensive
mechanisms, parents hearing truths about the impact of their household hurt or abuse is painful. Your
student (their child) is the sole purpose of the meeting. You control the story (and evolution) of the script –
the beginning – the middle – and – the end. Think about the invisible characters: the abuse, losses,
oppression, biases, patterns of socialization/behaviors, ethnicity, power, roles, ignorance, ‘isms’, and the
knowledge base of each person in the meeting. Here are some questions/prompts to think about as you
develop your group’s writing of your group script: What is important to share? How do you want them to be
impacted by this meeting? Think about the range of feelings that you (as a clinician) and the teacher may
evoke during this meeting. Would the meeting have been worth their time? Will it be worth your planning
time for this important meeting? What are the greatest takeaways you want the parents to leave the
meeting with? How will you and your colleague communicate as professional practitioners of ethics? What
could happen to the child after the meeting by some information you may choose to include in your script?
How do you communicate compassion, advocacy, and the balance of firm and nurture? What are the next
steps for the student… for you… for the teacher? What do you seek for tomorrow to be like in class?