Explain how this is similar or different to the Kirst-Ashman and Hull textbook describe cultural competence.

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  • 1. Provide your personal definition of cultural competence.
  • 2. Explain how this is similar or different to the Kirst-Ashman and Hull textbook describe cultural competence.
  • 3. Explain the skills you think are necessary for developing cultural competence as a social worker when working with Eboni. *Be sure to Reference at least one peer-reviewed article that supports the skills you selected and include an APA citation and reference for that article
  •  4. Describe 2 potential barriers to culturally competent practice a social worker might face when working with Eboni.
  • 5.  Recommend 2 skills your colleague might use to address this barrier.

 

  •  Eboni is a 16 year old girl that just found out she is pregnant and she  is confused one parent says abortion the other parent says keep it and someone tells her about adoption. Her goals are to go to college and be successful she unsure what to do her mom told her she would kick her out if she choice to have the baby

Reflect on your progress in gaining knowledge, skills, attitudes, and identity of professional practice

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  1. Each week you must write a paper of approximately 250 words reflecting upon the week’s learning experiences at the agency in which you are completing your practicum.
  2. Summarize the task areas you performed and the number of hours in each, as per the “Typhon Weekly Hour Log.”
  3. Reflect on your progress in gaining knowledge, skills, attitudes, and identity of professional practice. Explore any concerns that arose and may require special supervision or faculty intervention.

Describe a behavior you engaged in today that was an operant behavior

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Respondent and Operant Behaviors

In the science of behavior analysis there are two types of conditioning. Respondent behaviors can be thought of as reflexes that are elicited by stimuli. While operant behaviors can be thought of as behaviors that are maintained by environmental consequences and evoked by environmental stimuli.

  • Describe a behavior you engaged in today that was an operant behavior. Also, describe a behavior that you have emitted that would be considered a respondent behavior.
  • Explain how the operant behavior example differs from the respondent behavior example.
  • Based on your understanding so far, how could we use operant conditioning in ABA therapy?

Writing A Treatment Plan

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Develop an individual or family treatment plan for the identified client (Amy, Mrs. Bargas, or Bargas family) with whom you have chosen to work from the case study.

  • Identify the client.
  • Describe the problems that need to be addressed.
  • Explain how you would work with the client to identify and prioritize problems.
  • Identify the related needs based on the identified problems.
  • Describe how you would utilize client strengths when selecting a strategy for intervention.
  • Identify at least two treatment plan goals.
  • Create at least one measurable objective to meet each goal.
  • Explain the specific action steps to achieve objectives.
  • Discuss evidence from the research literature that supports your intervention choices.
  • Describe what information is important to document in a treatment plan and explain why.

    Southside Community Services: Mrs. Bargas Case History

    © 2018 Laureate Education, Inc. 1

    Southside Community Services: Mrs. Bargas Case History Program Transcript [MUSIC PLAYING]

    LINDA FORTE: Hi, Mrs. Bargas, I’m Linda Forte, the social worker assigned to your case. It’s nice to meet you. So what brings you in, today?

    MRS. BARGAS: Well– I’ve been out of work about 3 months. And 2 weeks ago, my husband had a stroke. He’s still in the hospital. So it’s been– a lot, all at once. And the money– I don’t know how going to pay the bills, or the rent. We cannot lose our home. We have five children.

    LINDA FORTE: Has this been hard on them? It sounds like you’ve been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned.

    MRS. BARGAS: My daughter Amy– she’s my oldest– she’s been having the hardest time. She’s cutting classes at school and she’s failing two of her courses.

    LINDA FORTE: So how did you hear about our agency and how can I help?

    MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could– speak to somebody.

    LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems?

    MRS. BARGAS: Maybe. I don’t know. I haven’t really mentioned it to her. But my pastor thinks it’s a good idea.

    LINDA FORTE: Has Amy ever spoken to the social worker at her school, before?

    MRS. BARGAS: No, I don’t think so.

    LINDA FORTE: OK. That’s fine. We can definitely talk about getting Amy some help. But first, why don’t we talk a little bit about work experience. What kind of job are you hoping to find?

    MRS. BARGAS: Well, before I married my husband, I worked as a nanny.

    LINDA FORTE: OK. So why don’t we talk a little bit more about that, about who you worked for, and what kind of job duties you had.

    MRS. BARGAS: Well, I was much younger when I was a nanny. Let me see, it was– more than 12 years ago. But I don’t think I could do that work, now. Maybe

     

     

    Southside Community Services: Mrs. Bargas Case History

    © 2018 Laureate Education, Inc. 2

    I could work in an office. You know, I’m really good at working with people. Can you find me a job in an office?

    LINDA FORTE: I don’t know. I work with a career counselor, here. She might be able to help you.

    MRS. BARGAS: I don’t know how I’m going to pay the rent.

    LINDA FORTE: I know right now is really tough for you.

    MRS. BARGAS: I just don’t know what to do. Nothing has turned out the way I hoped it would. My whole life. I’m really worried about my daughter, Amy. She’s afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won’t speak. I am so confused. I don’t know what to do with her. I just– I don’t know.

    LINDA FORTE: It’s OK to be upset. Mrs. Bargas? Are you OK?

    MRS. BARGAS: I’m sorry, what?

    LINDA FORTE: Are you all right?

    [MUSIC PLAYING]

    LINDA FORTE: Good news. I spoke with the career counselor and she has an available opening for you, tomorrow. She thinks she can help you find a job.

    MRS. BARGAS: That’s great! Thank you so much. I was wondering, actually, there’s something else that you could help me with. I told you that my husband had a stroke. He’s going to need speech therapy. But it’s– we can’t afford it. And we don’t have any insurance. Is there any chance that you could call his doctor and see if my husband can get this therapy? He really needs it.

    LINDA FORTE: I may be able to help. But I’m going to need to understand your husband’s situation a little bit better. Is there any way your husband would be willing to sign a release form, so I could talk to the doctor?

    MRS. BARGAS: You can’t just call his doctor? I give you permission.

    LINDA FORTE: I’m afraid not. According to HIPAA regulations, the doctor is not allowed to discuss your husband’s condition with me without his consent. Your husband could sign a release of information form, which would then make it possible for me to talk to his doctor. I recommend you go home and talk to your husband about whether he’d want to give his consent.

    MRS. BARGAS: OK. I will. Thank you so much. You’ve been so helpful.

     

     

    Southside Community Services: Mrs. Bargas Case History

    © 2018 Laureate Education, Inc. 3

    LINDA FORTE: Absolutely. And I look forward to seeing Amy next week.

    MRS. BARGAS: Bye.

    LINDA FORTE: Bye.

    [MUSIC PLAYING]