This document provides instructions for a social work practice paper reflecting on work with a client presenting with breast cancer. It outlines three parts for the paper: self-awareness, engagement, and evidence-informed practice. For self-awareness, the student is asked to identify their own social identities and how they may have impacted engagement with the client. For engagement, the student describes their strategy and goals for the client interaction, as well as facilitators and barriers experienced. For evidence-informed practice, the student assesses the client's strengths using a person-in-environment perspective and recommends goals and strategies, supported by references. The document provides a client referral form with background information and concludes with requirements for mechanics, organization, and formatting

1. Decamp_PowerPoint_2F_Attractions.pptx
Coming Attractions
For Fitness Enthusiasts
And Thrill Seekers
Zip Line!
Rock Climbing at Santa Clara Park
Indoor facility
3,000 square feet of sculptured climbing walls
State-of-the-art structures and climbing holds
Classes
Beginner Power Up
Intermediate Gravity Defiance
Advanced Agility and Strength
Regulations
Footwear requirements
For the zip line, shoes with laces
For climbing, rock-climbing shoes are required and may be
rented at the facility
Zip line height requirement is 42 inches
Rock climbers must be at least 6 years old
Children under age 12 may only climb with a parent or guardian
present
Minors age 12 to 17 must have a waiver signed by their parent

2. on file
Signed liability waivers are required
Are You Ready
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PowerPoint_2F_Attractions_Instructions.docx
Grader - Instructions PPT 2019
ProjectPowerPoint_2F_Attractions
Project Description:
In the following project, you will format a presentation
describing two new attractions at Sensation Park.
Steps to Perform:
Step
Instructions
Points Possible
1
Open the file
Student_PowerPoint_2F_Attractions.pptx
downloaded with this project.
0
2
On Slide 1, select the title and display the WordArt gallery. In
the third row, apply the first WordArt style. Change the Text
Outline by applying, under Theme Colors, in the fourth column,
the fourth color.
10
3

3. On Slide 2, in the content placeholder, insert a List type
SmartArt graphic—Vertical Bullet List. In the first Text
placeholder, type
Location and then in the bullet point, type
Brookside. In the second text placeholder,
type
Availability and then in the second bullet,
type
June 2022
15
4
Click the
Availability placeholder, and then add a
shape after the placeholder. In the new placeholder, type
Specifications and then add a bullet. Type
Course located around park perimeter
6
5
Change the SmartArt color to Colorful Range - Accent Colors 4
to 5, and then apply the 3-D Polished style.
10
6
Select the three shapes, and then change the shapes to the
Arrow: Right shape. On the Format tab, in the Shapes group,
click the Smaller button one time to decrease the size of the
arrows.
Mac Tip This shape is called Right Arrow.
9
7
On Slide 3, convert the bulleted list to a SmartArt graphic by
applying the Vertical Box List graphic. (Mac users, convert to
Vertical Bullet List and then change to Vertical Box List.)
10
8
Change the SmartArt color to Colorful Range - Accent Colors 4
to 5, and then apply the Polished 3-D style.

4. 10
9
On Slide 5, insert a WordArt—in the first row, the last style.
Replace the WordArt text with
To Accept the Challenge? Change the font
size to 48.
10
10
Drag the WordArt down so that its top edge is positioned on the
lower half of the vertical ruler at 1. Align center.
10
11
Insert a Header & Footer on the Notes and Handouts. Include
the Date and time updated automatically, the Page number, and
a Footer with the text
2F_Attractions
8
12
Display the document properties. As the Tags type
zip line, rock wall (Mac users enter
keywords instead of tags).
2
13
Save and close the file, and then submit for grading.
0
Total Points
100
Created On: 07/01/2020 1
GO19_PP_CH02_GRADER_2F_HW - New Attractions 1.1
2F_Attractions_final_result.jpg

5. SWO421A Social Work Practice – Paper #3 Reflection Final
Paper Rubric
Required Element Exceeds
Expectations Meets Expectations Below Expectations Total
Points
Analysis
Up to 60 p
oints (13-15) (6-12) (1-5)
Identities
(15 points)
Comprehensively
identifies social
locations
Identifies social
locations in an
adequate though
limited way
Identification of social
locations is not
existent
Evidence of Reflection
(15 points)
Provides evidence
of broad analysis
and self-reflection
about how
intersecting

6. identities might
relate to your work
with this client.
Thoroughly
explores possible
biases and
countertransferenc
e
Provides evidence of
analysis and
self-reflection,
although the
exploration is
somewhat
superficial and could
be strengthened and
deepened
Does not provide
analysis or
self-reflection about
the influence of social
locations and potential
biases
Engagement
(15 points)
Accurately
identifies at least 2
examples of how
student effectively
engaged the client
Accurately identifies

7. at least 1 example of
how student
effectively engaged
the client
Student does not
accurately identify any
examples of how
student effectively
engaged with the
client
Evidence-Informed
Practice
(15 points)
Identifies a
comprehensive,
evidence informed
plan for what your
work with this
client if you were
continuing to
meet.
Identifies a cursory
plan, with limited
though adequate
evidence.
An evidence-informed
plan lacks sufficient
detail or is missing
Organization
Up to 25 points (4-5) (2-3) (1)

8. Introduction
(5 pts)
States main ideas
to prepare reader
for what’s coming
States most ideas to
prepare reader for
what’s coming
Ideas not stated in
advance so as to
prepare reader
Supporting Examples
(5 pts)
Use of details/
examples to
support points, and
ideas fully
developed
Use of some details
to support points,
and ideas developed
Points not fully
supported and ideas
not fully developed
Flowing of Ideas
(5 pts)

9. Ideas flow in a
way that make
sense to the reader
Ideas flow in a way
that make sense to
the reader most of
the time
Ideas proceed without
structure and logical
flow
Appropriate use of
Paragraphs
(5 pts)
Develops one
topic per
paragraph with
explicit transitions
connecting ideas
between
paragraphs)
Develops one topic
per paragraph with
attempts to transition
connecting ideas
between paragraphs
Paragraphs lack
central ideas and do
not connect to each

10. other
Conclusion
(5 pts)
Contains closing
statement that
summarizes ideas
thoroughly
Contains conclusion
that adequately
summarizes ideas
Contains limited or
no, closing statement
Grammar/Mechanics
Up to 15 points (13-15) (4-12) (1-3)
(15 pts) Use of appropriate
grammar; use of
complete, coherent
and
well-structured
sentences;
provides evidence
of proofreading;
and no spelling
error; use of
multiple references
and adheres to
APA guidelines.
Provides evidence of
proofreading with

11. few spelling errors;
Good attention to
APA guidelines, but
does not include
adequate or needed
references.
There is clear
evidence that you may
be having significant
writing difficulty. If
this is the case, a
recommendation will
be made for you to
attend the writing
center. If concerted
efforts are made to
improve your writing
skills, this will be
taken into
consideration in
grading.
Total points ________ out of 100 points.
INSTRUCTIONS: This is the paper, I have tried to answer some
questions, BUT PLEASE I KNOW YOU NEED TO ADD MORE
ON WHAT I HAVE WRITTEN, AND SOME QUESTIONS ARE
NOT ANSWERED……… I have attached the client’s
information that I did assimilation on
The purpose of this paper is for you to demonstrate a critical
analysis of three areas: self-awareness, engagement, and
evidence-informed practice. Based on a client from the OSCE
(or any simulation), please respond to the following:

12. Referral Form
Client: Alexus
Reason for Referral: Alexus is a 43-year-old woman who has
recently been informed that she has stage III breast cancer. She
is in the early stages of gaining information about her diagnosis
and is pursuing treatment options but is feeling scared and
unsure about what to expect. In addition to these understandable
fears regarding her own health, she is concerned about how her
diagnosis and treatment will impact her caretaking
responsibilities related to her children as well as her parents.
Alexus reports additional concerns related to financial stress
and loss of insurance if she is unable to work.
Alexus reports that talking to someone outside of her family
about her feelings is not something that “we do.” However, she
doesn’t want to overwhelm her children or parents. She is
divorced and does not report her ex-spouse as a source of
support at this time. Alexus is also curious about learning more
about her diagnosis and about potential services that could
support her and her family. During Alexus’ initial screening,
she reported that her faith is a significant support for her during
difficult times, but that this diagnosis has made her question her
relationships with God.
Social Worker Role: You are a social worker who provides case
management and therapeutic services to patients at the hospital
where Alexus is receiving care.

13. Part I: Self-Awareness (25 points)
As we do in any clinical encounter, we want you to locate
yourself and your identities, which might include (but is not
limited to) racial identity, ethnicity, gender identity, age, and
socioeconomic status. This might also include a reflection on
how the various social identities impacted your engagement
with your patient. Essentially, who are you? What did you bring
to this conversation? and In what ways might that matter?
I am a female African woman who grew up and was raised in
Africa. I am an intern social worker, who dedicates myself to
identifying people and communities in of help. Assess clients’
needs, situations, strengths, and support networks to determine
their goals. And help clients adjust to changes and challenges in
their lives such as illness or unemployment.
I made the client comfortable and connected at the same time.
We talked about her responsibilities, her career as a mother of
two sons who are youths 16 and 17, and who takes care of both
her parents whom she has lived with the whole of her life. We
talked about her relationship with her boss who is caring. She

14. also talked about her pastor who is so supportive in all ways
and there for her.
It helps to know the client more, know how she is feeling, what
is thinking now, what are their expectations and know her
strengths, weaknesses, and goals.
Part II: Engagement (25 points)
Describe your engagement strategy. What were you hoping to
achieve? Identify the facilitators and barriers you experienced
in engaging with your client. What changes would you make
upon reflection?
I engaged the client in a true dialogue to facilitate a
helping process but first to establish a relationship with the
client in which the client feels respected and secure in
discussing personal matters. social workers and make sure that
the conversation is interactive. As the client was talking turned
in for empathy which brings connection, not putting aside the
non-verbal behaviors in listening to make sure that you are
getting what the client is saying and being non-judgmental to
make sure the client feels open to me, even being actively
listening to get each detail of the statement the client makes.
I was hoping to achieve to establish a relationship with the
client in which the client feels respected and secure in
discussing personal matters, demonstrated empathy, and make
her connected which said I did, and this makes her comfortable
talking to me and clarifying expectations, and finding insurance
for low in-income earners.
I experienced this barrier. I should have explained my role
as a social worker, and what I can do for the client during the
session because most of them don’t know exactly what a social
worker’s role is. I should wait until the client finishes the
statement other than cutting it short and going to the next

15. question. Lastly, I should never promise a client until when the
plan is made because I never know, it may not work as I had
promised.
The changes that I would make are, never to promise the
client that I am going to do this until when my plans have been
successful but instead, I should tell the client that, I am going to
look out for support systems, and I will let the client know. And
make sure I give the client more time when I ask the client for
anything to get more questions from the statement she makes.
Words like I feel what you are going through, should not be
used but instead, I can use non-verbal behaviors because they
are no way I can feel what the client is going through when I
have never gone through it.
Part III: Evidence-Informed Practice (25 points)
How would the person-in-environment strengths-based
perspective shape your assessment of the client? What are the
areas that would be important to assess with the client? What
might your work with your client look like going forward? What
would you recommend in terms of possible goals and strategies?
What evidence supports your recommendations? References to
empirical literature are appropriate for this section.
I think person-in-environment
The areas would be asking her about her husband and
whether she communicates with him for the sake of their kids, if
the client is ready to transfer to afford to house where she lives
currently is more expensive. Getting some supportive systems
like church members in her community.
The work with the client going forward would be meeting
two days a week every week to see how things will go because
she is strong but losing hope in God because of the situation,
though is ready to go for breast cancer treatment like
chemotherapy as we look to find insurance for her and her

16. family that she is taking care of. As she gets to trust me by
being open to her personal life.
I would recommend the possible goals to apply for low-income
earners’ housing, and health insurance and to find out what
benefits she has in terms of family leave and sick leave from
her employees in case she starts her treatment. I will try to
make a true dialogue between the two of us I and the client by
engaging her so I can help in the process.
Mechanics (10 points)
It should be no more than 5 pages (not including title or
reference page), double-spaced, 1-inch margins, in Times New
Roman font (per APA), and include
at least 3 references (i.e. journal articles, book
chapters,NOT course slides).
Organization (15 points)
Include a proper introduction, body, and conclusion that
summarizes ideas thoughtfully and thoroughly. Each paragraph
has a central idea; ideas are connected, and paragraphs are
developed with details; paper is easy to read and “flows”
naturally in an organized pattern. Use of details/ examples to
support points, and ideas fully developed.