You need to address the following questions in your response (300 words total):
Based on Margaret’s biological age, in what stage of human development is she? Cite the specific stage in Erikson’s Human Development theory. How is Margaret’s human developmental stage relevant to the case? What unique ethical concerns arise during your client’s stage, and how would you address them? (Hint: Ch7 Talks about birth – 18. See the handout in the module for Erikson’s stages of development. )
What are two social welfare programs (Macro Social Work) that your textbook mentioned that you think could help the family based on their presenting problems and needs? Why did you select these two programs? (Consult and use your course textbook for specific social policies/programs. Hint: Ch 7, 8, and 11 have some specific policies/programs, as does the rest of the textbook.)
Based on Margaret’s father’s biological age, in what stage of human development is he? Cite the specific stage in Erikson’s Human Development theory. What kinds of attitudes does the public display toward people who are in the same human developmental stage as Margaret’s father, and how would you navigate supporting Margaret in addressing the attitudes and expectations people have of those in his developmental age?
What is one question that you have about your case study/client and its relation to this week’s module material?
Margaret (age 38), identifies as a Mexican American homemaker, is seeking services
from a local service agency. Margaret tells the caseworker that she feels overwhelmed with her
usual responsibilities with the additional pressures of the current COVID-19 pandemic.
Additionally, she feels depressed, doesn’t sleep well or eat much, and is irritable much of the
time. She has eliminated most of her social interactions and the only outside activity she feels
comfortable doing is attending Sunday Mass with her family. Recently, Margaret’s father (77)
had a fall, and is no longer able to live alone. Margaret helped him move into a local assisted
living, but is struggling to ensure his emotional needs are met. She was able to sign him up for
food stamps to assist with the cost of food. Margaret lives with her family in Yuma, AZ (for
history of Yuma https://www.yumaaz.gov/about-yuma for census information
Her partner Jenna (age 42) also identifies as Mexican American, is an architect who
works long hours and often unwinds after work by enjoying a few drinks. Margaret
communicates that Jenna’s drinking upsets her because her father was an alcoholic and she is
concerned about the few times Jenna has picked up the kids after she had a few drinks. Jenna is
passionate about her architecture work and was awarded the Yuma Architect of the year in 2019.
Due to COVID-19 Jenna moved her architecture practice to her home and now all four family
members are under the same roof for the bulk of the time together. In talking with the case
worker, Jenna reports the line between family and work has been blurred due to COVID-19, her
drinking has increased after work to destress. She reports her work load has increased since
working from home and she has no energy left to engage with her children or partner at the end
of the day. She says that when she tries to cut back drinking during special events or during Lent,
she finds that she is irritable and craves alcohol. She believes that if she wanted to she could
probably cut back but feels alcohol helps her relax. Jenna reports she is concerned about Lisa’s
inability to focus and her struggling grades.
They live with their 2 children Lisa (age 15) who is capable of caring for herself and
helping around the house, but prefers to hang out with her friends and be involved in sports and
other extracurricular activities; and their youngest son, David (age 9), who has Down’s
Syndrome and needs assistance in self-care and day-to-day activities.
Lisa (15) is very socially active in extracurricular and athletic events. In school
she fidgets and has a hard time sitting still. She also struggles with time management and tends
to be disorganized. She chronically misplaces everyday object
SWU 171 Intro to Social Work
Hilary Haseley, PhD, MSW
THE BEST WEEK OF THE FRICKING SEMESTER
Childhood- Birth-18, under 18 is legally dependent
Conception to birth
Develop attachment relationships, understand who primary caregivers are
Language development, physical development
Peer relationships form
Increased cognitive skills
Stronger peer relationships
Strong reliance on peer groups as opposed to family
10/14/18 10/13/19 10/4/20
Theories related to child development
Describes stages that children must go through in order to progress to higher levels of thinking
Social Learning Theory
Behavior is learned through socialization
Children progress through clear stages of development
Human development as series of psychosocial crises
Erikson’s Stages of Development
Why is it important for a social worker to know the stages of development in children?
Ainsworth Attachment Types
Strange Situation Test
Reactive Attachment Disorder
Includes activities, programs, interventions, or policies that are intended to improve the overall well-being of children
Physical or mental injury, sexual abuse or exploitation, negligent treatment or maltreatment of a child by a person who is responsible for the child’s welfare, under circumstances which indicate that the child’s health or welfare is harmed or threatened thereby, as determined in accordance with [federal] regulations.
Child Protective Services (CPS)
state system, department or agency responsible for the investigation of allegations of abuse or neglect
Major social welfare program to care for children outside of their families
“activities designed to help families alleviate crises that might lead to an out-of-home placement
Stability for children in foster care
Family Group Decision Making
Supporting the idea that families can contribute to decision making in child welfare
Team Decision Making Meetings (TDM)
Substance abuse treatment
Domestic violence treatment
SWU 171 Intro to Social Work
Hilary Haseley, PhD, MSW
The study of the biological, psychological and social aspects of aging
Why study older people?
What is Old?
The young-old 65-74
The old-old 75-84
The oldest-old 85 and over
Gerontological Social Workers
Adult Protective Services
Adult Foster Care
Skilled nursing facilities
Home health care agencies
Social Workers Skill Requirements
1- biological and physiological aspects of aging
2- cognitive processes and emotional/psychological development
3- sociological aspects of aging
4- legal, political, and economic aspects of aging
Biological & Physiological aspects of Aging
Understand how aging effects the body
Understand physical and mental impairments related to chronic illness as well as normal aging progression
Commonly used medications, advantages of medications and side effects
Cognitive Process, Emotional/ Psychological Development
Factors that impact learning, intelligence and memory in aging people
Anxiety in elderly people
Sociological Aspects of Aging
Understanding of social roles and expectations
Marital roles, grandparenthood and sexual behavior
STD rate high in nursing homes
The more active a person ins, the more satisfied he or she is during their “golden years”
To withdraw and become more introspective as one grows older is normal and healthy
Legal, Economic and Political Aspects
Age discrimination 40-65 protected class
Legal rights for the chronically ill and terminally ill older people
Understanding Medicare and Medicaid
Populations at Risk
People living alone
The Oldest-old 85+
Older people in rural communities
Older people living in poverty
Older LGBT individuals
Caregivers for Aging Parents
Grandparents as caregivers for grandchildren
Medical Decision making
Access to medical care
Caregivers for aging parents
34 million people in the U.S. any given year are serving as unpaid family caregivers for someone over the age of 50
Mostly women 60%, taking care of parents and raising children
Social workers can help caregivers understand emotional and financial costs of caregiving
Identifying people who can help the caregiver
Help the caregiver advocate for their loved one
Grandparents caring for grandchildren
2.7 million grandparents have primary responsibility for their grandchildren
A third of those grandparents are 60 and over
Often goes unreported
Withholding of basic needs food, or medical attention, or mismanaging money
Willful infliction of injury, forced confinement or cruel punishment
Humiliation, harassment or social isolation of an older person
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Council on Social Work Education’s Educational Policy
and Accreditation Standards by Chapter
The Council on Social Work Education’s Educational Policy and Accreditation Standards requires
all social work students to develop nine competencies and recommends teaching and assessing 31
related component behaviors, listed as Educational Policy (EP) Competencies 1–9 below. Multicolor
icons and end-of-chapter “Competency Notes” connect these important standards to classwork in
the chapters identified below.
Competencies and Practice Behaviors
The Nine Competencies and 31 Component Behaviors (EPAS, 2015):
Competency 1—Demonstrate Ethical and Professional Behavior: 1, 5, 13, 14
a. Make ethical decisions by applying the standards of the NASW Code of Ethics,
relevant laws and regulations, models for ethical decision making, ethical conduct
of research, and additional codes of ethics as appropriate to context.
1, 6, 7, 8, 9, 10, 11, 12
b. Use reflection and self-regulation to manage personal values and maintain
professionalism in practice situations.
1, 5, 6
c. Demonstrate professional demeanor in behavior; appearance; and oral, written,
and electronic communication.
1, 6, 9, 12
d. Use technology ethically and appropriately to facilitate practice outcomes.
e. Use supervision and consultation to guide professional judgment and behavior.
Competency 2—Engage Diversity and Difference in Practice: 1, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14
a. Apply and communicate understanding of the importance of diversity and difference
in shaping life experiences in practice at the micro, mezzo, and macro levels.
4, 5, 6, 7, 8, 14
b. Present themselves as learners, and engage clients and constituencies as experts
of their own experiences.
5, 6, 11
c. Apply self-awareness and self-regulation to manage the influence of personal
biases and values in working with diverse clients and constituencies.
1, 2, 5, 6, 7
Competency 3—Advance Human Rights and Social, Economic,
and Environmental Justice:
a. Apply their understanding of social, economic, and environmental justice to
advocate for human rights at the individual and system levels.
1, 3, 4, 8, 11, 13
b. Engage in practices that advance social, economic, and environmental justice. 4, 5, 10, 11, 13
Competency 4—Engage in Practice-Informed Research and Research-Informed Practice
a. Use practice experience and theory to inform scientific inquiry and research. 1, 10
b. Apply critical thinking to engage in analysis of quantitative and qualitative
research methods and research findings.
c. Use and translate research evidence to inform and improve practice, policy,
and service delivery.
1, 6, 10, 12, 14
Competency 5—Engage in Policy Practice: 11
a. Identify social policy at the local, state, and federal levels that impacts well-being,
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