Assignment: Client System Role-Play

Assignment: Client System Role-Play

Assignment: Client System Role-Play

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Assignment: Client System Role-Play Scenario

Practicing your social work skills through role-play scenario is an essential part of a social work education. This is an opportunity to make mistakes and learn before interacting with vulnerable clients and unintentionally causing harm. Role-play assists you in identifying the areas where you are strong, as well as the areas where you might need improvement.

In this Assignment, you demonstrate skills related to engagement. You are encouraged to practice your engagement skills before recording yourself because practice encourages improvement. However, the video is not expected to be a perfect recording. Real life is not as polished as it may appear in film or television. Stumbling over a word or having to clarify a sentence is a place to demonstrate genuineness and warmth. The goal of recording yourself is to demonstrate current practice skills. You share your video with colleagues in order to have opportunities to learn from one another over the next few weeks. It is now time to record your role-play scenario!

By Day 7

Submit a client system role-play video and the Client Systems Role-Play Script Template. There are two parts to this Assignment.

PART A: Client System Role-Play Video

Role-Play Video (5–8 minutes)

Record a role-play video that demonstrates engagement skills. You take on the role of the social worker, while a friend, family member, or colleague takes on the role of the client. Although this is a role-play scenario, you should demonstrate your professionalism in demeanor, appearance, and behavior. Please dress professionally and ensure you have a quiet place to record without interruptions. Your video role-play should include:

· A demonstration of the interaction between you, as the social work intern, and the client system you selected that reflects the Engagement step in the Generalist Intervention Model. The scene should include the following:

· Demonstrating effective attending skills

· Discussing agency services and client expectations

· Deciding if the agency and worker can help

· Offering agency and worker services to the client

· Orienting the client to the helping process, including:

· A discussion of confidentiality

· A discussion of a social work intern’s role

PART B: Client System Role-Play Transcript

Using the same Role-Play Script Template provided this week, provide a detailed script that includes verbatim dialogue, identifies non-verbal communication, and identifies practice skills/behaviors used. In the required transcript, include:

· A description of the fictional agency setting and types of services provided at this agency

· A description of the client system (depending on the client level you selected—micro, mezzo, or macro)

· An explanation of the presenting concern

· A description of the client session scene in which you implement the GIM step and practice skills you have selected for working with this client system

· A verbatim script of the dialogue, which depicts the techniques you would use to implement the GIM step and the practice skills you selected for the client interaction (column 1 in the template), that occurs between you, as the social work intern, and the client(s)

· A description of the visual cues or non-verbal communication that both the social worker and the client exhibited during the interaction that support the GIM step and practice skills you selected (column 2 in the template)

· An identification of specific practice techniques/skills demonstrated (column 3 in the template)

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

• The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
• Discussion Questions (DQ)
  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

  Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

  Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

   

  LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

  Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.