FINAL PAPER 7
FinalPaper: Analysis of a Critical Incident
FinalPaper: Analysis of a Critical Incident
Thecase involves a client that faces a difficult time in managing theiranger. He is in an art program and risks being discontinued from theprogram, as he often gets angry and fights, or yells at otherchildren. Emmanuel does not like school, as he is only happy at theend of the week. Although, through the intervention, there appears tobe other reasons contributing to his anger. The intervention intendsat determining why Emmanuel easily gets angry and is unable tocontrol his anger. As he has noted, he does not like to play somegames, and hates it when asked to go out and play. This could beimportant in deciding together which games he likes. The treatmentplan is to ensure that when Emmanuel feels angry, he is able to talkabout it with me, as the social worker, or when not around, he cantalk to his teacher. In the end, his dislikes will be managed and inplace of reacting angrily, he will be able to communicate when hefeels aggravated.
Me:HiEmanuel what are you making there?
Emanuel:I am making this art piece to hang up at home!
Me:Thatcame out really good!
Theclient is saying that he likes what he is doing, as he intends tohang the art piece at home. The response is intended at encouragingEmmanuel to progress with the art piece. It also encourages him tocontinue communicating as he did, as his response depicts no anger.The response is directly connected to the client’s primary message.The concern is that the client would respond angrily, which he didnot thus, encouraging the student to communicate in a polite tone.There was no experience affecting the response at the moment. Adifferent response is not applicable in the conversation.
Me:Youseem to be in a very good mood today.
Theclient feels happy, which is apparent in what he is doing as well ashis response. The intervention intends at confirming the conclusionsmade by the third year. The response is partially connected due tothe feeling that the client may just be acting happy to avoid theentire intervention. A different response would be to confirm thatthe student is in a good mood. The phrase, “you seem” is employedin the response. It portrays some level of doubt in the client’sresponse. A more reassuring tone would be more effective, like “youare” reassuring the client that it is easy to tell they are in agood mood, which encourages them to maintain the attitude.
Emanuel:Yea because today is Friday and it is the end of the school week
Me:Soif it were the beginning of the school week you would not be happyright now.
Emmanuel’shappiness derives from the fact that it is the end of the week and hewill be away from school soon. He feels happy when away from school.The response aims at validating whether Emmanuel’s temper is linkedto his dislike for school. The response connected directly to that ofthe client as it intends at determining what the client feels duringthe beginning of the week. The objective is to draw a comparison andconclusion on the disparity in feelings. The experience was the viewthat maybe the client merely has anger management issues while atschool. Anger also relates to activities that the client has toparticipate while in school. The response is appropriate to theconversation with the client.
Emanuel:Probably not. I was not happy the other day in school because I donot like school but then I came here and was happy again. Only untilwe played a game I did not like to play.
Me:I notice you do not like to play many sport games. Do you not like toplay them? Because you get very angry.
Emmanuelclearly states that he dislikes school. However, it does not seemthat he hates school rather he seems to hate what he does when inschool. The client thinks that if he were allowed to do what he likeswhen in school, then he would not hate school. For instance, hementions that, although he was happy despite it not being a Friday,after playing a game he dislikes, he did not want to be in school.The intervention is intended at determining whether Emmanuel hatesall games in school, or just a few. It also intends at determiningwhy he hates the games, and whether being allowed to play the gameshe likes will manage his anger and make him want to be in school. Theresponse connects to the client’s concerns as to why he hatesschool. This is because he may be forced to play games he dislikes.The experience at the moment is that Emmanuel gets angry when forcedto do something he dislikes, for instance, playing a game that hedislikes. A different response might include asking the client whythey did not like the game. Instead of bringing out the issue ofanger on behalf of Emmanuel, it would be better to ensure that theclient raises the anger issue.
Lessonlearnt about the practice is that social workers deal with manysocial problems. Some of these problems are straightforward, whileothers are not direct. For the indirect social issues, the socialworker has to deduce an appropriate intervention. This means that athird ear is very important in effectively intervening on the socialissue (Walsh, 2009). Another lesson learnt is that there are manylinks to the issues faced by clients. For example, in the assignmentthe main problem the client faces is anger. However, through theintervention it becomes apparent that the client’s anger derivesfrom linked dislikes. These include, dislike for school and some ofthe games played in school. Thus, an effective intervention beginswith making the student like school by allowing Emmanuel play gameshe likes. It could also include coming up with strategies to ensurethe client is able to communicate when he dislikes a game. Thus,Emmanuel will not react angrily when compelled to play like otherstudents (Landon & Feit, 1999).
Generalistsocial practice entails intervention in any helping situation. Thepractitioners are guided by principles and skills. One of theprinciples involves an insistence on client empowerment, resiliencyand strength (Shulman, 2012). Empowerment refers to the procedure ofenhancing individual, interpersonal or political authority so thatpersons progress to advance their life situations. It entailsguaranteeing that others have the freedom to authority, capabilityand power to attain self-determination (Lee, 2001). Strengths entailany capabilities accessible in improving empowerment. Resiliency isthe capability of a client or clients to recover from their socialissue and recommence normal functioning (Lee, 2001).
Secondis the principle of comprehending the manner diversity symbolizes andoutlines the human experience. The principle is relevant in thecreation of identity (Shulman, 2012). This implies that peoplediffer in their needs and approach to issues. Thus, when dealing withclients, the social worker ought to ensure that a different approachis employed for every client. Although two clients may be dealingwith a similar issue, like anger management, it is necessary to use adifferent approach for each client. Third, is the principle ofsupport for human rights (Shulman, 2012). Social workers should havethe general objective of promoting human rights in their interventionon social issues. Fourth, generalist practice calls for theemployment of critical thinking skills. Critical thinking is theobjective assessment of a problem to derive a judgment (Shulman,2012). The social worker critically evaluates a social issue prior toprogressing with intervention. The objective is to ensure that thesocial worker provides the most effective intervention for the socialproblem.
Theprinciples and skills have been applied in the client interactions.The interaction involves intervening in a case where a studentdepicts anger issues. Through the skill of critical thinking, itbecomes possible to evaluate different reasons why the student getsangry. In the intervention with Emmanuel, he states that he dislikesschool. He also seems to dislike school when forced to participate ingames. Critical thinking is important in understanding thatEmmanuel’s anger derives from his hatred of games and not school.This is because when making his art piece, he seems to like what heis doing apparent in his polite response. Thus, the social workerarrives on the general conclusion that reducing Emmanuel’s dislikeswill improve his anger management skills. Client empowerment is alsoapparent in the client intervention. The social worker provides asolution to Emmanuel’s problem. The intervention involves the needto communicate his anger, which in the end ensures that he can managehis reactions when aggravated.
Theconcepts of generalist social practice are applicable in findingeffective solutions for social problems. They act as a guide oninterventions, which may be effective. The concepts also directsocial workers to view issues as dynamic. Issues change depending onthe client, meaning every intervention will differ depending on theclient.
Landon,P. S., & Feit, M. D. (1999). Generalistsocial work practice.Dubuque, Iowa: Eddie Bowers Pub.
Lee,J. A. B. (2001). Theempowerment approach to social work practice: Building the beloved community.New York: Columbia University Press.
Shulman,L. (2012). Theskills of helping individuals, families, groups, and communities. Belmont, CA: Brooks/Cole, Cengage Learning.
Walsh,J. (2009). Generalistsocial work practice: Intervention methods.Belmont, CA: Brooks/Cole Cenage Learning.