Alternative Assignment Three: Practice Video of Initial Client Interview NOTE: you may choose to…

Alternative Assignment Three: Practice Video of Initial Client Interview

NOTE: you may choose to complete this assignment instead of writing the paper described in Assignment Three. Please notify the instructor that you are choosing this alternative assignment in order to assure satisfactory submission of the assignment.

(40% of course grade) Assignment DUE Sunday, March 31 by Noon – Submit according to assignment instructions below

Since the on-campus course is now evaluating interviewing skills with a face-to-face observation of a role-play interview scheduled during the exam time, we are planning methods for adapting this assignment in the MSW for Working Professionals Program. This alternative assignment gives instructors an opportunity to test potential assignment methods prior to using this assignment for all students in future courses.

This assignment builds on interviewing skills learned in your previous course and is designed to be a culminating experience for you to solidify the knowledge and skills gained throughout the term. It includes a videotaped role-play and a brief written summary and evaluation of the role-play.

Role-play Instructions

You are to demonstrate knowledge and skills learned in this course by videotaping a role-play of you as a social worker interviewing someone who is roleplaying a client. Use the case scenario described below to role-play the client. If two students agree to role-play the interview for their final assignment, then they should perform two interviews, each submitting the video in which they role-play the social worker. You may use some else to role-play the client (using the posted case scenario), but do not use actual workplace clients.

While all practice theories or models will guide your actions during the role-play, you should choose one specific theory or model as the basis for your interviewing, assessment, goal planning, and interventions during the role-play. The instructor will assess how well your actions correspond to the model that you selected. Theoretical models discussed in the course include Person-Centered, Ego Psychology, Relational (Object Relations or Attachment), Cognitive, Behavioural, Cognitive-Behavioural, Motivational Interviewing, Solution-Focused, Narrative, and Crisis Intervention.

Each role-play should be approximately 20 minutes.  It is not necessary that all possible information, interpretations, or interventions be included during the role-play. However, previous in-class role-plays and other course work should prepare you to gather sufficient and meaningful information leading to a theory-based assessment and intervention during your interview.

Following the role-play, video a 5-10 minute of the client providing feedback about the interview in general, and comments on specific parts of the interview in which the client felt heard, felt and understood.

Use the following general guidelines to organize your role-play:

Welcome the client and introduce yourself and your role. Role should match         the chosen theoretical model. Ask the client to describe the         presenting problem (approximately 3 minutes)

Briefly       explain your philosophy of how change occurs (according to the model       that you are using, approximately 1 minute)

Ask   theory-based questions about the presenting problem (approximately 8         minutes)

Share        your theory-based interpretation of the situation, receive feedback         from the client, and together develop a goal that corresponds to the         theoretical model (approximately 3 minutes)

Although interventions occur throughout the interview, you may want to         discuss and demonstrate an explicit in-session intervention which        the client will then use outside the session (approximately 3      minutes)

Review      what each party may do after the meeting and discuss any follow-up         contact (approximately 2 minutes)

Case Scenario

You are a social worker at Community Support Services (CSS), an agency that provides a range of services for residents in a low-income community, including brief counselling that helps clients problem-solve crises or manage chronically stressful situations. Your agency is able to help clients access provincial social services, such as Ontario Works, Ontario Disability Support Program, or Healthy Smiles Ontario. It also provides mental health and substance abuse assessments. You are seeing clients for an intake assessment that can result in brief counseling with you, crisis intervention, or referral for specialized services, within or outside of the agency.

Kai Lee attends an intake appointment with you. (Note that this name allows the client to be female or male from different ethnic backgrounds. Use the characteristics of the person role-playing the client to describe these elements of the client’s story.) Kai reports the following as responses during the interview:

Feeling      overwhelmed by work and family stresses

Being        28-years old and working a night shift at a local supermarket,         stocking shelves for minimum wage (approximately 30 hours per week)

Finished    high school with barely passing grades influenced by disinterest in         school

Has   had several minimum wage jobs at local stores, with jobs ending due   to disagreements with supervisors and two store closings

Lives         with parents and two younger siblings (one age 19 who attends         college classes and the other age 25 who works for a   landscaping/snow removal business) — two other siblings (ages 27 and 31) live in own homes with spouses and children

Parents     and oldest sibling immigrated to Canada and Kai and younger siblings     were born in Canada

Parents     own and operate a successful dry-cleaning business

Kai    goes to clubs on weekends with friends and has had a few   relationships, but none have lasted more than a few months, with Kai       blaming breakups on the other person’s dissatisfaction with Kai’s    limited finances and living with parents

Has   been feeling like a loser, believing that becoming more successful        in life is impossible

Reports     increased arguments with people at work and with parents

Parents     have recently asked Kai about plans for moving out and being more         self-sufficient and Kai’s friends have made comments about Kai   still living with parents and not being in a romantic relationship

Has   become more frustrated with the life situation, but does not know         what to do

So    far, has not thought about suicide and only drinks when going to         clubs on weekends, about 4 to 6 drinks in an evening

During      the week, spends a lot of time on social media, but still feels         lonely and unsuccessful compared to online acquaintances and friends

One of Kai’s friends suggested that Kai talk to someone at CSS.

Videotaping Instructions

Rehearsing the role-play makes it easier to videotape without having the edit. Videotape this interview using a video app from a mobile phone or computer tablet, or use a video camera that produces a digital file.

NOTE : the video should show the faces of the interviewer and the client. The audio portion should be loud enough so that I can hear what both people say. Test this before completing the whole video. If I am unable to see and hear you, I will not be able to determine how well you accomplish the necessary tasks. This will likely reduce the grade.

This file is too large to post on Blackboard, therefore alternative means, discussed in the submission instructions below, are necessary to submit the video file part of the assignment.  Make sure that you save a copy of the video file in case problems occur with the submission.

There are several video formats used by different video programs. Posting on YouTube assures that an observer can view the video. If you are submitting a video file, it would be helpful to give me a short, sample video before the end of the third weekend of classes in order to make sure that I am able to view the video. This can prevent a “crisis” that could occur if I am unable to view a final video assignment.

Summary and Evaluation of Video Instructions

Write a text that includes the following information:

Student’s name

Theoretical        model used in the videotaped interview

Method    used to submit video, including link to access video if applicable.

Brief explanation of how using the chosen theoretical model addressed the         client’s cultural/ethnic background and the primary risk and         protective factors influencing the client (approximately 1 to 1 ½  double-spaced pages)

Brief analysis of one or two strengths and one or two limitations of using     the chosen theoretical model with the client, including feedback        from the person role-playing the client about strengths and      limitations from the client’s perspective (approximately 1 to 1 ½         double-spaced pages)

Note that the final two points ask you to analyze your use of the chosen model with this specific client. This does NOT require citation since each statement communicates your analysis. Clearly show when statements communicate the “client’s” feedback, which do not require citation or mention of “personal communication.”

Submission Instructions

Choose a method for submitting the video.

YouTube   requires that you have logged into a google account and then open a      channel. There are a number of YouTube videos explaining this    process, for example, https://www.youtube.com/watch?v=h1lcSVnE4Ok You can choose a public, unlisted, or private status for the   video. Make sure that you save the link so that you can share it        with me, helping me to access the correct video.

If      you choose to submit the video through the large file drop box,   please save a digital video file on your computer, with a title that   includes your last name followed by the assignment title (e.g.,        coyle_assignment3video). Then follow the instructions at https://.teamdynamix.com/TDClient/Requests/ServiceDet?ID=12231

If      you are familiar with alternative methods, then I am willing to      discuss an alternative with you prior to the due date and time.

Submit the Summary and Evaluation of Video text as an attached file through the Blackboard Alternative Assignment Three page.

Grading Rubric

I will use the following grading rubric to evaluate this assignment.

Grading                    Criteria

Description                      of Grading

Excellent (90-100%)

Good (80-89%)

Satisfactory (70-79%)

Poor (69%                        or less)

Interview                 Tasks (0                    to 50 points)

Tasks                        demonstrate experienced level of practice skills: Student clearly                 and completely accomplishes all tasks.                                                All                    tasks clearly and accurately illustrate how the chosen model’s                 assessment processes influence goal formation and treatment                  methods that follow the chosen model.

Tasks                        demonstrate beginning level of practice skills: Student clearly                 and completely accomplishes all tasks.                        All                    tasks clearly and accurately match the assessment concepts, goals,                         and treatment methods of the chosen model.

Tasks                        demonstrate beginning learner level of practice skill: Student                      clearly accomplishes some aspect of all tasks.                        All                    tasks correspond with the assessment concepts, goals, and methods                     of the chosen model.

Tasks                        do not demonstrate a beginning learner level of practice skills:                         Student omits or does not completely accomplish one or more tasks.                   One                 or more tasks conflict with the assessment concepts, goals, or                     treatment methods of the chosen model.

Collects                     data by asking theoretically appropriate questions

Shares                       assessment with the client that matches chosen model

Develops                   goal that matches chosen model

Plans/implements                         intervention that matches chosen model

Describes                  criteria for evaluating intervention success matching chosen model

Worker-Client                 Interactions (0                     to 25 points)

All                    interactions engage the client and demonstrate respect for                        client’s frame of reference. Interviewer collaborates with the                   client regarding assessment, goals, and intervention. Interactions                       acknowledge diversity and follow ethical practice guidelines.

Interactions                       with client demonstrate engagement and respect client’s frame of                    reference. Interviewer asks for client input regarding assessment,                       goals, and intervention. Interviewer refers to diversity and                 follows ethical practice guidelines.

Some                        client engagement interactions occur. The interactions most often                        respect client’s frame of reference & diversity. Interviewer                        gives client the opportunity to respond to interviewer’s                      statements about assessment, goals, and intervention. Follows                     ethical practiced guidelines.

Some                        interviewer interactions may be disengaging or do not respect                         client’s frame of reference or diversity. There is no                    opportunity for client’s input regarding assessment, goals, or                    intervention. Ethical practice guidelines may be ignored.

Engages                    client by active listening & appropriate non-verbal responses

Collaboratively                 develops assessment, goal, and initial intervention with client

Shows                       aware-ness of client diversity & ethical practice

Professional                     Presentation (0                     to 10 points)

All                    tasks balanced time well, clearly flowing from one task to the                         next.                 Presentation                         showed a natural, conversational, logical flow, and clearly                       balanced information gathering with listening and facilitating                         client’s input.

Tasks                        occurred similar to instruction time suggestions and most often                        showed how one task flowed into the next.                     Presentation                         was most often conversational and responsive to client statements

Most                         tasks occurred similar to instruction time suggestions or some                    tasks may be rushed.                         Presentation                         generally acknowledged client responses and followed most tasks,                        but may seem memorized, scripted or formulaic.

Time                         for tasks often did not match instructions. One task may take so                         much time that other tasks were omitted or severely shortened.                         Presentation                         did not clearly flow from one task to the next. It may be                   discordant or ignored client’s responses.

Uses                 time well

Conversation                     is professional & demonstrates real-life rather than “pretend”                 interview behaviour

Summary                 & Evaluation of Video (0                   to 15 points)

All                    parts are complete, accurate, and clearly written.                   Text                 clearly explains how specific aspects of the chosen model                         addressed or did not address client’s culture/diversity and                   specific risk and protective factors, referring to examples in the                         video.                                               Text                 describes specific strengths and limitations of using the model                         from the interviewer’s perspective, using examples from the                         interview that demonstrate the strengths and limitations.                        “Client’s” feedback describes specific strengths and                    limitations of model from the client’s perspective, using                         examples from the interview.

All                    parts are complete, accurate, and clearly written.                   Text                 explains how aspects of the chosen model addressed or did not                   address specific examples of the client’s culture/ diversity and                   risk and protective factors.                         Text                  describes specific strengths and limitations of using the model                         from the interviewer’s perspective, using examples. “Client’s”                   feedback describes strengths and limitations of model from the                 client’s view of what occurred during the interview.

All                    parts are complete and accurate. Text explains how the chosen                      model addresses or does not address culture/ diversity and risk                     and protective factors in general.                         Text                 describes general strengths and limitations of using the model                         from the interviewer’s perspective, and from the client’s                         perspective, referring to “client’s” feedback based on                    interview experiences.

One                  or more parts may be incomplete or inaccurate. Text does not                   clearly explain how chosen model addresses or does not address                         culture/ diversity and risk and protective factors, or statements                        about model or factors are not accurate.                         Text                  omits descriptions of strengths or limitations or explanation does                         not accurately match the chosen model’s concepts. Text omits                         “client’s” feedback or feedback does not match what occurred                   during the interview.

All                    parts complete

How                 chosen model ad

 

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