Evaluating the effectiveness of clinical strategies

As a clinical social worker, evaluating the effectiveness of clinical strategies is an expectation of the NASW
Code of Ethics (2017). Sometimes, clinical strategies and techniques that are effective in one setting may not
work in another situation. It is important to understand what works and what doesn’t.
Also, self-assessment is an integral part of becoming a clinical social worker.
Describe the strategy (assigned in Week 7) you implemented in your Group Project.
Describe the process and the level of difficulty/comfort you found in doing this Assignment.
Explain how this strategy may or may not have empowered or supported the group.
Describe the progress of the group in completing the project/goal.
At this point, the literature review and the advantages and disadvantages should be complete.
Group Process Assignments should integrate course concepts related to group process. Assignments should
demonstrate critical thought when applying course material to your g

Sample Solution

cruelty), and through this protectiveness the identities of the mother, and her mother, and her mother and the Girl, and her daughter, and her daughter. Implicated in this merging as readers; having been addressed as ‘you’ throughout, it is hard to escape thinking about ourselves in the Girl’s place, the imposition of authority as we’ve experienced it, as imposed by our own parents, the ways these impositions can both protect and limit us. There is an anxious even urgent quality to the writing ‘ its nervousness rooted in doubts about the assumptions on which the instructions depend (assumptions about gender roles and division of labor, courtship, social appropriateness, and most severely/menacingly sexual identity, i.e. ‘like the slut I have warned you against becoming’ ‘ ‘you are not a boy, you know’ .. ‘the kind of woman the baker won’t let near the bread’). We are addressed directly ‘ you you you.

But then someone speaks on our behalf, a small voice: but I don’t sing benna on Sundays, what if the baker won’t let me feel the bread? ‘Girl’ is written in a verbal style as dialogue / monologue / performance. The writing has force, feels urgent, the stakes feel high as if there are consequences for not following instructions, although we are not told what the consequences might be. The audience extends beyond the story’s immediate horizon ‘ beyond the narrator/author’s relationship with her daughter to anyone who has been a daughter or had a daughter, perhaps to anyone who was raised by their mother. The writing reads like a declaration, but what exactly is being declared is more ambiguous: a declaration of love for certain, of the difficult labors of women, of the troubled complexities of navigating social worlds as a girl/woman, of the damning limitations put on girls, of the ways these limitations are passed down generation by generation, of the complexity of our relationships with our mothers, of the ways we recreate our parents in our relationships with our children. The voice is stern and commanding, brooking no backtalk. B

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