Syeda Ali

Lori Klein-Shapiro
SW 4997
15 February 2015
Reflection 2: Case Study Discussion
After reading Case Study 1-2: Using the Ecological Model in Generalist Practice: Life
Transitions in Late Adulthood, the ecological perspective is considered a good framework for
generalist practice because ecological perspectives are used in thinking about and guiding the
approaches one takes to practice. For example, this case study described the elements of the
ecological perspective in recognizing and dealing with an older adults life transition. The
approach included understanding the developmental stage, the changes in status and roles, and
the life stressors present in Mrs. Goodmans final stage of growth and development. Looking at
client strengths are also an important part of the ecological model. The essential skills and
abilities the social worker used in this approach were assessing her physical environment, her
social environment, and her interpersonal interactions. The social worker simultaneously acted as
an enabler, facilitator, and teacher not only talking about the resources available but also teaching
Mrs. Goodman how to use the resources. Ecological concepts were used to help the social
worker by looking into the clients support systems and how well she will function inside of her
home. The assessments were focused on action that takes place in physical, social, and
interpersonal environments and dealing with all aspects of her life in order to facilitate a smooth
life transition. The concept of person and environmental fit was used in this case when Mrs.
Goodman was assessed based on how manageable her support was in her physical and social
environment. She decided herself that the obstacles were too many and the support insufficient.

There was not a good enough fit between her individual abilities and the resources and support in
the environment.
After reading The Case of Trent, Jo might go about determining whether African
American males are treated differently in the schools by researching and making observations
within the schools and how the teachers treat the African American males. Jo can also develop
diversity and cultural competence. Differential treatment might be suspected and a wider change
effort would be necessary to remedy this condition. By employing behavior charts and stickers to
reward Trent, Jo was using the strengths-based theory which identifies and expands existing
client system capacities to resolve problems and improve quality of life through collaboration.
The rationale for involving Trent in development of behavior and task charts was so he can take
the activity seriously and identify his own progress and achievements in the process. It was
important to avoid giving Trent a label this early in his academic career because labels are
indefinite of the person it depicts entirely. Jo was aware of the social learning theory that
supported her efforts not to stigmatize Trent by diagnosing him as behaviorally disordered. Jo
might anticipate that Trents family would be guarded in their interactions with her because she
is different in race and diversity. This was a reasonable assumption on her part because she
believed African Americans feel alienated in formal systems and comfortable in places that are
known to them.
After reading Case Study 8-6: Empowering Adolescent Girls in Foster Care, the unique
developmental challenges that African American girls face in foster care are: sexuality, school,
work, drugs, drinking, identity, adult authority, issues related to experiencing oppression as
African Americans, as girls, and as foster children, and the problems involved in being a foster
child- relations with biological parents and foster parents, need for roots and a sense of
belonging, feelings of impermanence, depression, and related behavioral manifestations. The

group worker gained acceptance and influence in the group process by discussing topics that
were relative to their age and of interest to them. The various group stages that were evident in
the case study are from beginnings- in which the girls were helped to merge their desires in
coming together with the agencys stake in offering such a service and to hammer out ways of
working together; to the work itself- in which concerns were raised, problems shared, mutual aid
based problem-solving ideas were developed, and a range of empowering strategies and skills
were used; to termination- in which the girls examined what they had done together, what they
had received from the experience, looked ahead to future group possibilities, and said good-byes.
The primary practice skills that were demonstrated by the social worker included knowledge on
cultural sensitivity, the heritage and history of oppression of African Americans, and
biopsychosocial development during middle to older adolescence, female development, and the
special issues of foster teenagers.