Installing positive growth in your clients as a social worker

As a social worker, you may see positive growth in your clients. When the social work process helps clients
through important transformations in their lives, it is especially rewarding for social workers. The close of each
case will bring with it different feelings. Social workers should take the time to assess the effect of services,
resources, and the termination of the case management process on their clients and themselves.
For this Discussion, reflect on the three virtual clients that you have been assigned . Think about how the social
work processes were different with each client. Think about what you have gained as a result of participating in
this process.
Case 1-Your Clients: Robert—Youngest of the family, 12 years old. Very smart but withdrawn. Tends to be
antisocial and likes to hide in spots where he can remain unseen. He becomes angry when others show him
kindness and is very resistant when adults try to talk to him. Adam—Oldest of the family, 17 years old. Sweet
and timid. He is aware of the dangers presented by his family dynamics. Has been hospitalized multiple times
after attempting to commit suicide. Abigail—Grandmother, 62 years old. Kindhearted and hard working. She
received custody of the boys about a year ago. She is trying to do the best she can despite multiple family
hardships. She lives alone and has been divorced from her husband for more than 10 years with no contact
since. She is open to outside help and is currently receiving financial assistance and counseling from the
department of social services (DSS). Client 2: Your Client: Charlene—Oldest of two and only daughter in the
family, 16 years old. Intelligent and caring. Her recent patterns of cutting class to hang out with students known
as “the bad kids” has caused her once-high GPA to plunge into the failing range. Teachers have noted that
Charlene appears to be very distracted and socially disconnected when in class, traits that they had not
previously seen with her before this year. Client 3: Your Client: Jason—Oldest of three children, 27 years old.
Likable yet self-destructive. Jason graduated from high school with a C average and has held down consistent
yet marginal jobs since. Jason has lived in a small town just outside the city his whole life. Many in town
attribute Jason’s inconsistent patterns of behavior to the dissolution of his family during his late teens. Jason is
the only one who chose to stay in town and has come to have a reputation for severe drug abuse around the
holidays.
For this Discussion, reflect on the three clients that you have been assigned for this course. Think about how
the case management processes were different with each client. Think about what you have gained as a result
of participating in this process.
The Assignment:
Post a brief description of your experience of the social work process with your clients. Then explain how the
case management process was different for each case. Finally, explain any insights you had or conclusions
you drew based upon your experiences with the case management process with your clients.

 

Sample Solution

ur own and outside of the groups to which people belong, yet are present in different individuals as well as classes (Gilbertson, G. 2016). The types of difference aren’t always fixed but additionally can be fluid, so we respect individual rights to self-identification, and we recognize that no one culture is intrinsically superior to another. It means knowing that every person is unique, and recognizing our individual differences. It’s all about understanding one another and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each person (Gilbertson, G. 2016). This type of understanding is imperative for those within the school system. With this type of understanding, it will allow faculty members to develop a better understanding for all of their students and would hopefully grant them some insight instead of them just labeling students due to lack of understanding (Gilbertson, G. 2016). Issues with diversity arise when a concern (policies- formal, informal, internal, or external) has a different impact on the specific set (i.e., impact on male students vs. female students, black, American vs. foreign students, urban vs. rural etc.) (Gilbertson, G. 2016).

Effects of Diversity within the Classroom

Discussions about diversity primarily focus on the following kinds of marginalization: race, class, gender, and sexual orientation, and rightfully so, given the value of these types of difference. In reality, students come to the classroom with different backgrounds, sets of adventures, cultural contexts, world view, and so on (Diversity in the Classroom, 2007).

Furthermore, issues of diversity play a role in students and teachers attitudes towards the significance of the classroom and also what should occur there (Diversity in the Classroom, 2007). By way of instance, assumptions about what a normal student should know, the sources they have and their previous knowledge are very important. Teachers can make faulty assumptions about students’ abilities or assume a fixed standard of student performance. Teachers may themselves feel out of place according to their own ascribed traits (differences based on class, privilege, and so on.). Assessing and thinking through notions of difference and the way they affect the classroom allow both students and teachers to find the classroom as an inclusive location (Diversity in the Classro

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