The University of Windsor

The Generalist Perspective:

An Exercise in Theory and Practice with an Emphasis on Developing Counselling Skills,

Problem Solving Skills, Problem Prioritization, and Intervention

Theory and Practice of Social Work I

02-47-336

Dr. W. Gallant

Table of Contents

Introduction 2

Social Work Skills 2

The Client 4

- A brief social history 4

The environment 6

The Counselling Session 7

Assessment 19

Problem prioritization and change potential 20

Intervention 22

Crisis intervention 22

Self Esteem 24

Social Supports 25

- Family ties 26

- Self Support 27

- Parenting skills 27

Summary 28

Concluding Remarks 29

- Value of assignment 30

Appendix One-Problem Prioritization Scale 31

References 32

Introduction

To be an effective social worker, one must develop cognitive, affective, and, behavioural competencies. This requires a thorough knowledge of theoretical perspectives; a well developed range of counselling skills, and, the ability to determine what treatment or treatments will help clients improve social functioning. Social casework is based on reality; what=s happening in the client=s life right now. From the generalist perspective, therefore, it is extremely important for the worker to be prepared to deal with a whole range of clients from individuals, to groups, to communities. The social worker must view the world from the client=s perspective and be able to reflect accurately what the client is trying to convey. Progress can only be expected if the worker and client, regardless of size, are able to develop a rapport that is based on the worker=s ability to convey genuine concern and empathy for the client=s present experience.

This paper is an attempt to demonstrate the use of cognitive, affective, and, behavioural skills at an individual level. In this case, the author will play the role of the worker, and, will provide the reader with an insight into the life of a client named Mary. A brief social history, and, a description of Mary=s current environment will set the stage for a counselling session that takes place. The author will demonstrate her growing knowledge of counselling skills by offering a critical analysis of the session, and, will utilize a problem prioritization table to highlight the areas that the worker feels are roadblocks to the client=s social functioning. This table will also serve as a guide when determining applicable theories and treatment modalities that could facilitate Mary=s progress.

When learning how to practice social work in a manner that is beneficial to both the worker and the client, it is necessary, and, desirable for the worker to engage in educational ventures that highlight both elements of theory and practice. This paper is a demonstration of such an endeavour.

Social Work Skills

Cournoyer (2000) describes three facilitative qualities that are essential to good social work practice. They are empathy, respect, and, authenticity. Empathy is the Aconscious and intentional joining with others in their subjective experience@ (p. 8). This is probably the single most important skill that a learning social worker must develop. A social worker has to be able to walk in the client=s shoes, to really ask his or herself how they would feel if faced with the same situation. How would I respond to the situation? What does it feel like to be lonely, afraid, desperate, angry, or frustrated? How would I want, or, expect people to respond to me if I were experiencing any of these emotions?

Respect of the client Asuggests an attitude of noncontrolling, warm, caring acceptance of other persons. Respect involves the demonstration of unconditional positive regard@ (p. 8). An illustration of where this skill is particularly important is when working with diverse cultures. The worker must be willing to educate herself on cultural differences and develop a respect for these differences. It does not mean that the worker must change her beliefs, but rather, it means that the worker must be open to diversity, and, remain nonjudgmental.

Authenticity Arefers to the genuineness of a person=s manner of relating. Reflecting fundamental honesty, and authentic social worker is natural, real, and, sincere@ (p. 9). It is important for the worker to respond naturally, and, nondefensively. The worker must be able to communicate without giving an appearance that her responses are predetermined, or rehearsed. Being authentic means responding in a caring manner, as an equal, rather than as a person of power.

In addition to facilitative skills, a worker uses exploring skills Ato encourage clients to share information, thoughts, and, feelings about themselves, the factors that led to the contact, and the social context and environment in which they function@ (Cournoyer, 2000). Through this process, the worker can learn a great deal about the problem(s) the client is facing. Asking open-ended questions will facilitate a more detailed, expressive response. Asking questions that seek clarification of facts and issues can also be helpful to the worker when trying to identify the problem.

An assessment is used to gather data, to develop a plan, and, to implement a plan. It is here where the social worker can gather such information as historical social data, and the strengths and limitations of the client and the client=s social supports (Cournoyer, 2000). From this information, the worker can use empathy, respect, and genuineness to explore in more detail the issues at hand.

Once the issues are known, and, confirmed with the client, the worker can engage the client in the problem solving process by developing goals and establishing an action plan based on the client=s ability and the worker=s willingness to facilitate the client=s efforts to attain these goals. Partializing problems is imperative at this stage so that the client does not become overwhelmed with the work that has to be done (Brandell, 1997).

Evaluating progress is crucial. It may Aimprove self esteem and increase motivation to undertake further action. Over time, I evaluation reveals no progress, or change in a negative direction, you and the client should reconsider the assessment, the contract, and, the action steps that you have planned@ (Cournoyer, 2000, p. 326). If the worker fails to review progress with the client, the client may lose interest in the counselling process, may fall back on commitments, and, ultimately, may discontinue the contract before the work that needs to get done is completed.

A final area of concern for the social worker revolves around the issue of human diversity. Because the client in question is represented in one of the Afour major ethnic minority cultures@ (McMahon, 1996, p. 47) in the United States, the worker must realize that Aminority-group members have less control over the circumstances of their lives than majority members. (They) experience economic, social, and political inequality, whereas the majority group denominates the society...(For) members of minority groups, the social meaning of their ethnicity (race) results in discrimination and prejudice@ (McMahon, p. 47).

The worker should educate herself on the history of any minority group she plans to work with before counselling commences. Imparting knowledge based on expected behaviours, and, expected meaning of such behaviours, based on indicators seen in the majority group would further oppress an already powerless client.

The Client

A Brief Social History

Mary is a 45 year old Afro-American woman who is a resident of Project Transition. She entered the program for the second time in August, 1999. Mary is coming to Project Transition from Wayne County Jail after serving time for drug trafficking and possession. She has been incarcerated nine times over the last 22 years for similar offenses. Mary is high school educated, and, has attended Wayne Community College. She is planning to return in January, 2000 to complete the requirements for her Counselling Certificate.

Mary is the oldest female in a family of six children. She has two older brothers, aged 50 and 48, and two younger sisters aged 43 and 41. She grew up in a single parent family and was basically responsible for the care of her younger siblings. Her mother worked seven days a week just to support her family. When at home, her mother was a strict disciplinarian. She expected Mary to cook and clean for the family. Mary recalls being hit with tree branches, shoes, and, on one occasion even being hit across the fingers with the sharpened edge of a knife.

Mary was closest to her oldest brother. She says that she respected him a great deal. When she was 8 years old, however, her brother took advantage of their closeness and started to molest her. He continued to assault her for the next 5 years. In fact, Mary believes that it only stopped because she ran away at age 13. She didn=t confide the abuse in her mother because she felt that her mother wouldn=t believe her, and, felt that her mother already had enough to worry about.

When Mary left, she had her first experience with drugs. She indulged in heroin, cocaine, barbiturates, marijuana, and, methadone. All alone on the streets, Mary used prostitution as a means to secure the drugs to escape the pain of leaving her home, and, her abusive brother. She married at age 16 and divorced her husband at age 22 because he was an alcoholic who was abusive, both physically and emotionally. Mary gave birth to five children during her short marriage. Two died; one a crib death, and, the other at age 1.5 from choking on a french fry. Eventually, Mary=s addiction resulted in the loss of her three children to the State.

In 1980, Mary entered a treatment facility to deal with her drug addiction. Her children had now already been adopted out, and, she was all alone. She stayed in the program for more than a year, and, re-entered the community clean. She entered a new relationship, and bore two more children between 1982 and 1986. Things were going pretty well. She was working, and, managing her home. In 1988, however, things changed. Mary=s mother became ill, and, unable to care for herself. Mary took over the responsibility of her mother=s care, going back and forth, attending to her children, then her mother, all day long, each and every day.

In 1990, local state welfare authorities approached Mary with a concern about her trying to run two households at the same time. They were concerned about the two girls who were being left alone at night while Mary was at her mother=s house. They issued an ultimatum. Mary would have to decide between caring for her mother and caring for her children. Mary couldn=t make a decision. She kept up her routine, trying harder to make sure that both her children and her mother were cared for adequately. It was too much. One evening, while at her mother=s home, the state authorities came to the door with her children and stated that the children were being taken away. It was the last time Mary saw them, and, to this day, she does not know where they are.

This event was a turning point for Mary. She returned to her old habit: heroin. It was a downward spiral that ended when Mary was incarcerated in 1994 for possession and an attempt to deliver heroin. This, her ninth time in front of a judge, would be the most serious. The judge ordered her to remain behind bars for four years, and, to complete 1000 hours of community service.

Mary has now served her time, and, as a condition of parole has been ordered to complete the 90 day treatment program at Project Transition. She has not seen her mother in the last 8 years, and, has been estranged from her siblings for the last 22 years. Mary now expresses a desire to see her mother. She misses her. She is having difficulty with the fact that a visit will also mean seeing her abusive brother because he is now her primary caregiver. Her mother is not well. She can=t talk, and, suffers from Alzheimer=s. Mary regrets the time she has missed, but, realizes that there is still time left to heal the open wounds. One of the major goals of treatment at Project Transition will be to encourage Mary to begin a healthy relationship with her mother.

The Environment

Project Transition is a secure facility designed to assist women who have drug addictions in their efforts to make the transition between incarceration and the return home. Clients are thoroughly interviewed for their suitability in the program. If accepted, they will spend the next 90 to 120 days following an intense, highly structured program that will focus on the elements of addiction, healthy lifestyles, education, and job search skills. It is understood that at any time Project Transition can terminate the client=s stay in the facility. If she chooses to take advantage of what the program has to offer, upon leaving the program, she will be employed, have a place to live, and, a connection in the community for continuing counselling needs.

Excursions, appointments, and visitation outside the facility are strictly monitored and require approval from both the executive director and the probation or parole officer involved in the case. There aren=t any bars on the windows, but, it is understood that if a woman chooses to escape, she will be considered at large= and when captured, will return to prison immediately. There are no second chances at Project Transition. The client is responsible for determining their own destiny. The services are offered, and, the client=s own efforts make the difference between success and failure in the program.

The Counselling Session

The following represents the verbatim from a brief counselling session. A week prior to this encounter, Mary disclosed that the incest in a group session while engaging in role play with a therapist. It was evident that this was not only extremely painful, but, also a crucial step in Mary=s own recovery process. For the first time, Mary was able to sob openly about her pain in the company of caring, nonjudgmental peers.