Jenna Harris is a 26 year old Caucasian woman who is a single mother of three children; a 16 year old boy named Jimmy, a 10 year old boy named Hector, and a 7 year old girl name Kim. All of the children have different fathers, none of whom Jenna married. Jimmy’s father is Caucasian, Hector’s father is Mexican, and Kim’s father is Korean; Hector and Kim’s fathers are both immigrants. Jimmy loves his siblings, but they perceive that he is treated better than them because he is Caucasian. Jimmy is popular in school, enjoys playing on the football team, and works part-time after school at the supermarket. Jenna’s new boyfriend of six months, Sean, who is Caucasian, has recently moved in with her and the children into a two bedroom house in a rural community in Sussex County. This has caused a conflict especially for Hector who is bright but has recently been demonstrating negative behaviors in school such as failing to follow directions, talking back to his teacher, and picking fights with his peers. In addition, his grades are beginning to slip. Kim, a quiet child, does not want to go to school because she is often teased on the bus and in school for being “Chinese.” Sometimes Hector gets in trouble for defending and protecting his sister from the teasing and taunting. None of the children have a good relationship with their fathers or their fathers’ families. And, while Hector’s father provides financial support, Kim and Jimmy’s father do not. This has provided economic hardship for Jenna who has had to move the family often to find affordable housing. She sees Sean as a hope for some financial stability since he has a good job as a plumber with a local company. Jenna dropped out of high school when she was pregnant with Hector but completed her GED a few years ago. She works at Wal-Mart as an Associate.

Directions-Be sure to appropriately integrate at least three underpinnings covered in this course.

Clearly identify the social problem(s) outlined in this case study. Use the biopsychosocial-spirituality model to engage family members as informants while outlining clear assessment, intervention and evaluation plans that are well conceptualized and support the solution(s) that you present to solve the problem(s). Use at least one assessment tool. Provide strong description and analysis throughout your essay. Use informed research to support your plans. PB 14 &15. 0-20 points.
Utilize a conceptual framework(s) to guide the processes of assessment, intervention and evaluation. Thoroughly integrate traditional and alternative (including developmental) theories, perspectives in your assessment, intervention and evaluation plans. PB 23. 0-10 points.
Demonstrate a clear recognition of the extent to which cultural structures and values may oppress, marginalized, alienate or create or enhance privilege and power in the Harris family. Display an understanding of how ethnicity plays an overarching dimension on the children’s development. PB 14. 0-10 points.
Demonstrate how your self-awareness has helped you to eliminate the influence of personal biases and values in working with diverse groups like the family outlined in the case study. Provide concrete examples that demonstrate your self-awareness. PB 15. 0-10 points.
Provide information that clearly communicates your understanding of the importance of difference in shaping life experiences and diversity while working with others. Provide concrete information for solution(s). PB 16. 0-10 points.
Demonstrate a clear understanding of the forms and mechanisms of oppression and discrimination and how they can affect the self-esteem of both the children and adults in the Harris family. PB 14. 0-10 points.
Be sure to provide a plan that includes advocacy for human rights and social and economic justice that can help the family become more empowered to resolve their problems and provide safety and security for the children. Be sure to demonstrate the use of the family’s strengths. PB 19. 0-10 points.
Ensure that your intervention plan demonstrates the ability to engage in practices that advance social and economic justice, not just for the Harris family, but for any individual, family and/or group who may require your service as a social worker. Be sure to incorporate both a strengths perspective and an empowerment perspective for social work practice. PB 19 0-10 points.