Please see attached. use the text book Pages. 100-113 and use appendix on page 206-207 

Case 1: Jack
Jack Krull is a 26-year-old white male presenting with a shy demeanor. He made only fleeting eye contact and did not smile as he told the therapist in his first session that he knew he was overdue for getting help, mentioning that one of his problems is procrastination. He identifies that he has a lot of anxiety, which has worsened lately.
Jack has a degree in engineering and has held a job as a government patent examiner for the past 3 years since finishing college. He said that he gets very little work done, frustrated by the fact that each patent is different in scope and to find out how to approach it, he has to get information from others. Jack described how difficult it is to call people to do this. He does not know what to say and is afraid of stumbling over his words and sounding “stupid.” He also thought he would be judged for not knowing more.
Jack said he could not concentrate at work, spending most of his time procrastinating. He has received a warning from his supervisor for not meeting his quota. His job is solitary, and he does not interact with others at work, although everyone else there are “nerds” like him. However, some of them go to lunch with each other. He wonders whether it would be nice to join them rather than eating alone at his desk, but he does not feel he can do this since he is always so behind.
Jack is the product of a dating relationship between his mother and father, who had just come out of a divorce. His father indicated that Jack was a “mistake,” and Jack has had very little contact with him throughout the years and no monetary support. From his mother’s previous marriage, Jack has a half-sister, who is 3 years older. From his father, he has a half-brother from the previous marriage, and another half-brother from a subsequent marriage.
Jack said that his mother remarried when he was about 7 to a critical stepfather to whom he did not feel close. His stepfather was physically abusive to Jack’s mother. During these sporadic abusive episodes, Jack would remain in his room, feeling guilty for being unable to help. His mother left this man when Jack was 12.
Jack described his mother as overprotective growing up, exhorting him to do well in school and disallowing his attending social events because she did not want him getting into trouble. They lived in an isolated, rural setting.
Currently, Jack speaks to his mother about once a month on the phone, and he says they are not close. He tends to avoid her as much as possible and dreads talking to her. He says that he does not feel connected to any of his half siblings either.
Jack was diagnosed with ADHD as a child but could not describe any behaviors that warranted the diagnosis. He took stimulants for years but could not tell whether they helped or not. He is currently not on any medication. He says that he does not remember much about his childhood, but that, in general, he has a terrible memory. He has one memory of speaking in front of the class for

CSWE’s Core Competencies and Practice Behavior Examples in this text

Professional Identity

Practice Behavior Examples…

Serve as representatives of the profession, its mission, and its core values 3

Know the profession’s history

Commit themselves to the profession’s enhancement and to their own professional conduct
and growth

Advocate for client access to the services of social work

Practice personal reflection and self-correction to assure continual professional development

Attend to professional roles and boundaries 12

Demonstrate professional demeanor in behavior, appearance, and communication

Engage in career-long learning

Use supervision and consultation

Ethical Practice

Practice Behavior Examples…

Obligation to conduct themselves ethically and engage in ethical decision-making

Know about the value base of the profession, its ethical standards, and relevant law

Recognize and manage personal values in a way that allows professional values to guide


Make ethical decisions by applying standards of the National Association of Social Workers’
Code of Ethics and, as applicable, of the International Federation of Social Workers/International
Association of Schools of Social Work Ethics in Social Work, Statement of Principles


Tolerate ambiguity in resolving ethical conflicts

Apply strategies of ethical reasoning to arrive at principled decisions 5

Critical Thinking

Practice Behavior Examples…

Know about the principles of logic, scientific inquiry, and reasoned discernment

Use critical thinking augmented by creativity and curiosity

Requires the synthesis and communication of relevant information

Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom

4, 8, 9, 10

Analyze models of assessment, prevention, intervention, and evaluation 1

Demonstrate effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues


Competency Chapter

Adapted with the permission of Council on Social Work Education

CSWE’s Core Competencies and Practice Behavior Examples in this text

Competency Chapter

Diversity in Practice

Practice Behavior Examples…

Understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity


Understand the dimensions of diversity as the intersectionality of multiple factors including age,
class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation


Appreciate that, as a consequence of difference, a person’s life experiences may include
oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim


Recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power

1, 5, 7

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