Verbal communication barriers
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This document outlines various verbal communication barriers including attacking, "you" messages, showing power, and other barriers. It provides examples of each type of communication barrier such as interrogating, threatening, ordering, shouting and name calling. The overall message is that these types of verbal communications can create barriers between individuals rather than resolving issues.
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3. Physical barriers pertaining to distance between communicators.
4. Semantic barriers regarding different understandings and interpretations of words used.
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Briefly explain the child and adolescent culture and
at least one
general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.
Describe
one
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Justify your intervention with evidence-based research to support the use of the interventions you have identified.
Briefly describe
one
preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.
Section Two:
Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future clinician working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that will assist you in working with children, adolescents, and families.
Explain any areas of strength you identified as you worked on this course that will assist you in working with children, adolescents, and families.
Explain any areas of knowledge you might want to further develop to become more effective as a clinician working with children, adolescents, and families.
Explain any insights you had or conclusions you drew as you w.
Resilient Family, Resilient Kid
This document summarizes a presentation on promoting family resilience when parenting a child with a chronic illness. It discusses common challenges families face, including loss of control, anxiety, and financial concerns. It emphasizes the importance of open communication between family members, maintaining routines, and finding time for self-care. The presentation provides advice directly from parents and children on maintaining relationships, social support systems, and a positive attitude during difficult times.
Parenting with love
Parenting with love - Positive Discipline with 14 Proven Strategies for Raising Children without Blame, Shame & Pain
ISocw 6000 week 6Discussions posted by students1.Dorel.docx
I
Socw 6000 week 6
Discussions posted by students
1.
Dorella Fountain
RE: Discussion 1 - Week 6
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An outsider might not know that I’m a lesbian and that I am married to a woman. Social Workers additional knowledge of the culture of a member of the LGBTQ community would be very beneficial for not only the Social Worker but more importantly the client. King et al. (2007) argues that (as cited in Alessi, 2013, p. 224)” therapists and counselors still require specialized knowledge to understand how to support a range of sexual identities such as bisexuality; how sexuality is understood by families and how they respond; the difficulties encountered by sexual minority youth; therapist expertise and sensitivity regarding LGBTQ issues; and the effect of therapists’ sexual orientation on the treatment process.” LGBTQ community members endure unique difficulties as those of other cultures so it is very important for Social Worker and others in the helping profession to be culturally aware.
While is it almost impossible to know every single detail regarding a specific culture, having the aware of the differences between cultures is important. Some potential consequences due to a lack of cultural awareness would be possible loss of clients trust and cooperation, doing more harm than good to clients, possible loss of job and even license. Social Workers who are not culturally aware could unintentionally make a discriminatory or prejudice statement resulting in the client/Social Worker relationship being harmed.
Reference
Alessi, E., J. (2013). Acknowledging the impact of social forces on sexual minority clients: Introduction to the special issue on clinical practice with LGBTQ populations. Clin Soc Work J, 41, 223-227. DOI 10.1007/s10615-013-0458-x
2. Demetria Smith
Demetria Smith
RE: Discussion 1 - Week 6
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A social worker would need to know about what your race, religion, ethnicity, sexual orientation, and socioeconomic status. I am an African American female. I was raised up in church. I am a Christian. I believe in the power of prayer. The foods that I grew up eating are collard greens, peas, pig tails, pig feet, corn bread, chicken, neckbones, and pork chop. I was talk to respect everyone no matter what their age are. My mother did not work. She received food stamps, TANF, and Medicaid to help provide for her family. My mother also received child support. My grandmother and uncle raised me because my mother was always going somewhere. Some consequences of a lack of cultural awareness on the social worker’s part are if you do not know about different religions, you might say something wrong without knowing it. A social worker may offend a client without knowing it by talking to them using a certain tone of voice. You must to set aside culture differences. You cannot be judgmental. You must to be empathetic.
REFERENCES
Laureate Education (P.
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Br.
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Br.
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
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Shes antibully
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Disability is a natural part of the human experience
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The Final Project is a descriptive narrative divided in two sections.docx
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ISocw 6000 week 6Discussions posted by students1.Dorel.docx
ISocw 6000 week 6Discussions posted by students1.Dorel.docx
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
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SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
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Verbal communication barriers
- 2. Attacking (interrogating, criticizing, blaming, shaming) "If you were doing your job and supervising Susie in the lunch line we probably wouldn't be in this situation, would we?" "Have you followed through with the counseling we asked you to do? Have you gotten Ben to the doctor's for his medical checkup? Did you call and arrange for a Big Brother? Have you found out if you're eligible for food stamps?" "From what I can see, you don't have the training to teach a child with ADHD. Obviously if you did you would be using different strategies that wouldn't make her feel like she's a bad person."
- 3. "You Messages" (moralizing, preaching, advising, diagnosing( "You don't seem to understand how important it is for your child to get this help. Don't you see that he's well on his way to becoming a sociopath?" "You obviously don't realize that if you were following the same steps we do at home you wouldn't be having this problem. You don't seem to care about what’s going on in this child's life outside of school."
- 4. Showing Power (ordering, threatening, commanding, directing( "If you don't voluntarily agree to this evaluation we can take you to due process. Go ahead and file a complaint if you want to." "I'm going to write a letter of complaint to the superintendent and have this in your file if you don't stop humiliating my son in front of his classmates. I know my rights."
- 5. Other Verbal Barriers Other Verbal Barriers: shouting, name calling, refusing to speak.
- 6. Other Verbal Barriers Other Verbal Barriers: shouting, name calling, refusing to speak.