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.
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)
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.
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:
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.”
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.
I will use the following grading rubric to evaluate this assignment.
Description of Grading
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