One of the most exciting and interesting aspects of social work is that the work you will do with your clients will be incredibly varied. Each client presents with a different situation, concern, and personality. The work you will do with individual adults could address mental health concerns (i.e., depression, anxiety, schizophrenia, bipolar), physical concerns (i.e., recent stroke, paralysis, disability), or substance abuse (i.e., alcohol, cocaine, methamphetamine). These are just a few examples of the presenting issues your clients could bring to their meeting with you. Each meeting with a client will introduce new information for you to assess. During these meetings, it is imperative to review your capabilities, including cultural competence, and determine if you are the most qualified to work with these individuals. In the NASW Code of Ethics (2017), under responsibility to professionals, there is an expectation that you will provide competent social work. This includes keeping abreast of current research and developments in the field; learning new skills and honing existing ones; and only practicing with individuals who you are competent to assist.
Learning Objectives
Students will:
- Demonstrate skills for explaining trauma to a client
- Evaluate EBP interventions for a specific population and problem
- Apply culturally competent intervention strategies to a population or presenting problem
Learning Resources
Required Readings
Required Media
Walden University, LLC. (Producer). (2013b). Levy family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Credit: Provided courtesy of the Laureate International Network of Universities.
Optional Resources
Use this link to access the MSW home page, which provides resources for your social work program.
Discussion: Trauma
Trauma is ubiquitous. While trauma is most commonly associated with Post-Traumatic Stress Disorder, trauma can manifest in a myriad of different ways and not every client who experiences trauma will be diagnosed with PTSD. Social workers intervene directly with trauma when working in Veteran’s services, domestic violence/sexual assault response programs, and child protective services. Social workers also work with trauma indirectly when working in mental health, substance abuse services, schools, refugee resettlement, and other forms of social service. Whether or not you are directly treating a traumatic episode as the presenting problem, trauma will be present in the clinical space.
In this Week’s Discussion, you will demonstrate your skills related to explaining trauma and intervention to a client. This will require you explain the concepts in a manner that is understandable to the developmental and educational level of the client. No need to solicit a volunteer to assist you. Position yourself as though the client is directly behind the camera lens. The goal is to show, not tell. In other words, you are expected to demonstrate rather than discuss your skills. You should role-play as if you were speaking directly to a client.
QUESTION
Submit a 4-5 minute video Transcript demonstrating your skills. In the role-play:
- Ask one question that you would use to elicit information about a client’s trauma experience. [Assume a response and move to the next part of the skill demonstration]
- Explain to the client the effects of trauma generally and how trauma may be affecting the client specifically.
- Explain to the client what intervention(s) you would recommend and why.
- Explain the role you would take in any intervention given your scope of practice and to whom you would refer the client for additional intervention.
Include a transcript and/or edit closed captioning on your video to ensure your video is accessible to differing abilities.
Rubric Detail
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Name: SOCW_6111_Week10_Discussion_Rubric
| Excellent | Good | Fair | Poor | |
| Responsiveness to Directions | 9.45 (27%) – 10.5 (30%) Presentation fully addresses all instruction prompts. | 8.4 (24%) – 9.44 (26.97%) Presentation addresses most of the instruction prompts; however, one or more prompts may have been insufficiently addressed. | 7.35 (21%) – 8.39 (23.97%) Presentation addresses some of the instructions prompts, but may have missed several prompts or did not sufficiently address the majority of prompts. | 0 (0%) – 7.34 (20.97%) Presentation does not address the majority of instruction prompts and/or insufficiently addresses all instruction prompts. |
| Demonstration of Skills | 9.45 (27%) – 10.5 (30%) Student demonstrates exemplary skills when explaining trauma and recommending an intervention. Skills demonstrate an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. | 8.4 (24%) – 9.44 (26.97%) Student demonstrates good skills when explaining trauma and recommending an intervention. Skills demonstrate a good understanding of most of the concepts and key points presented in the text(s) and Learning Resources. | 7.35 (21%) – 8.39 (23.97%) Student demonstrates developing skills when explaining trauma and recommending an intervention. Skills demonstrate a fair understanding of the concepts and key points as presented in the text(s) and Learning Resources. | 0 (0%) – 7.34 (20.97%) Student demonstrates little or no skills when explaining trauma and recommending an intervention. Skills demonstrate poor understanding of the concepts and key points of the text(s) and Learning Resources. |
| Peer Feedback and Interaction | 7.88 (22.5%) – 8.75 (25%) The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. | 7 (20%) – 7.87 (22.48%) The feedback postings and responses to questions are good but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. | 6.12 (17.5%) – 6.99 (19.98%) The feedback postings and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources. | 0 (0%) – 6.12 (17.47%) Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources. |
| Video post Style | 4.72 (13.5%) – 5.25 (15%) Video post is well organized. Student demonstrates excellent professionalism in behavior, appearance, and demeanor. Student is articulate and communicates well. | 4.2 (12%) – 4.72 (13.48%) Video post is sufficiently organized. Student demonstrates good professionalism in behavior, appearance, and demeanor. Student communicates clearly. | 3.67 (10.5%) – 4.19 (11.98%) Video post has some organization issues. Student’s may lack some professionalism in behavior, appearance, or demeanor. Video post may have lacked clarity at some points, but main ideas were communicated sufficiently. | 0 (0%) – 3.67 (10.48%) Video post is not organized. Student does not demonstrate professionalism in behavior, appearance, or demeanor. Student’s speech is unclear. |