Order ID | 53563633773 |
Type | Essay |
Writer Level | Masters |
Style | APA |
Sources/References | 4 |
Perfect Number of Pages to Order | 5-10 Pages |
Helping Process Phases by Providing and Coordinating Services
Assessment
Making initial contact
Problem Identification
Gathering and assessing information
Planning
Develop complete picture of client
Plan development
Arranging services
Implementation
Providing and coordinating services
Problem resolution
Monitoring service delivery
Helping Process Phases
The helping process involves three stages which are assessment, planning, and implementation (McClam & Woodside, 2012). In the assessment phase initial contact is scheduled (McClam & Woodside, 2012). When meeting the client the worker must identify their problems and gather as much information as they can about the client and their problem (McClam & Woodside, 2012). In the planning phase a worker must develop a complete picture of the client, start planning goals for the client to overcome their problems, and look for other services to arrange that could help the client (McClam & Woodside, 2012). In the implementation phase the worker will provide and coordinate any plans and services to help the client resolve their problem (McClam & Woodside, 2012). After this is complete then the worker can monitor the services they provided to make sure the client is following their plan and accomplishing their goals (McClam & Woodside, 2012).
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Blair’s goal upon graduation:
To work with the editor of his local newspaper to go to a local community collage paid for by the editor, receive a college degree and marry his girlfriend.
Assessment
Plan a visit with Blair
Ask pertinent questions
Gather information
Identify any problems
Planning
Determine Blair’s strengths
Review strategies
Develop plan together
Find resources to help
Blair Kesler
Blair had a bad start in ninth grade at Kelsey High School (“Student Profile Kesler, Blair”, 2011). He had issues with his mother settling down after ending a relationship with a white boyfriend (“Student Profile Kesler, Blair”, 2011). Blair struggled academically but managed to pass his freshman year (“Student Profile Kesler, Blair”, 2011). He found an interest in photography and became acquainted with a female he had known in elementary school(“Student Profile Kesler, Blair”, 2011). Throughout the rest of his high school years he got better grades, adjusted to the loss of his father, started a healthy dating relationship, became editor of the yearbook, and his talent were recognized by his boss at a local newspaper who offered to pay his college tuition as long as he worked for him (“Student Profile Kesler, Blair”, 2011).
To best help Blair accomplish his goal I will begin to assess him by arranging a meeting with him (McClam & Woodside, 2012). In the meeting I would ask pertinent questions to receive information on his past, present, and future. I would look into his feelings about his mothers current relationship status, so a plan can be made and not interrupted by his issues with her relationships again. I would gather all information I can from Blair to get to know him, his problems, and his wants and needs (McClam & Woodside, 2012). Then I would work with Blair to start planning how he will accomplish his goal (McClam & Woodside, 2012). We will look into his strengths to determine which approaches to choose in planning (McClam & Woodside, 2012). We will review strategies of potential plans to see how they would work. We will develop a plan together so Blair is confident in himself and has a say in what he will do to accomplish his goal. Lastly I will look for any resources in his community that can help him along the way of accomplishing his goal (McClam & Woodside, 2012). Resources such as counselors, family, and friends. This is how assessment and planning stages of the helping process will be used to support Blair in accomplishing his goal.
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Strengths
Already made a plan for himself
Focused on
In a great relationship
Problem Areas
Issues with his mothers relationships
Possible anger or depression issues
Focus of Strategy
To focus on school while working with the local newspaper to help finance going to school, graduate college, and get married to his girlfriend.
Services and Resources
Counseling
Local newspaper business
Blair Kesler
One of Blair’s strengths is that he already made a plan for himself to finish high school and work to help pay for community college, and then get married once he and his girlfriend graduate college. This shows that Blair is focused on doing better, and has what it takes to reach his goal. Blair is also in a great dating relationship, which can help comfort him throughout the process of reaching his goal. Blair’s problem areas is his relationship with his mother, and possible anger and depression issues from his past. We do not want him to have a repeat of his past where his mothers problems became his, where he possibly was angry or depressed. This could interfere with his success so it is best to try and keep Blair focused on what he has set forth for himself. The focus of his strategy is to finish high school, work with his current boss at the local newspaper to work during college and pay for college, and marry his girlfriend. Through this process Blair can use services and resources from counseling (McClam & Woodside, 2012). He could come to me for any questions or concerns or a therapist. Another resource for Blair is his job at the local newspaper. It helps keep him busy to not think about his past or issues with his mother, and keeps him focused on accomplishing his goal. Additional information I would seek is to find out what family or friends could be there for Blair along his process. It is best for Blair to speak about his feelings to avoid any possible anger that could lead him to not want to continue to work on accomplishing his goal. This is how I would tailor my assessment and planning strategies to help Blair accomplish his goal.
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Reasoning for strategy
Blair’s main issue is his past issues due to his mothers relationships. Blair will need to work on concentrating on himself and not his mother. For him to accomplish his goal he needs to stay focused, and not become angry to cause depression to take him off track. These strategies will give Blair the encouragement he needs to meet his goal and live a better life.
Blair Kesler
Joshua’s goal upon graduation:
To continue his education for being a mechanic, finding a career, getting married, and being a eagle scout.
Assessment
Plan a visit with Joshua
Gather information
Find any existing problems
Planning
Examine his goal
Determine possible resources
Work on a plan together
Joshua Maclead
Joshua has plans for his future but needs guidance in order for his goals to become reality. He will speak with a guidance counselor at his present high school in order to find out information on colleges that offer his chosen major. Guidance counselors can help with educational issues, but many of them provide some personal and social counseling as well (Corey & Corey, 2003). Speaking with a couple’s counselor will help Joshua and his girlfriend to decide if marriage is a main goal that they want to reach. The counseling psychologist will help Joshua to make better personal, educational, and occupational choices (Corey & Corey, 2003). After Joshua chooses a college for his major in mechanics, he will need to speak with the enrollment advisor, and financial advisor. The advisors will guide Joshua in the enrollment process to continue his education in hopes of becoming a mechanic.
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Strengths
Communication
Education
Mechanics
Problem Areas
Prioritizing
Realistic goal making
Focus of Strategy
Continue his education and seek employment as a mechanic.
Services and Resources
Counseling
School guidance
National Eagle Scout Association
College advisors
Joshua Maclead
Joshua wants to become a mechanic but will need to attend college in order to become a skilled professional. In order to prevent a future conflict in his relationship with finances, he will need to follow a plan that will help him to find employment after graduating from high school. Family therapy will be a good option for Joshua and his girlfriend. Family therapy will deal with the current relationship, and will also help Joshua and his girlfriend focus on verbal and nonverbal communication. This will also be a great choice for Joshua, his girlfriend, and their parents. Joshua will need to attend college in order to make his goal a reality. By attending college, he will have the opportunity to receive a degree in his field of choice. Once Joshua receives his degree, he can search for employment that will cater to his profession. Joshua can find out about pell grants and scholarships from his guidance counselor. The National Eagle Scout Association will provide Joshua with information on the organization, and the requirements for becoming an Eagle Scout. When making referrals, interviewers must do so in a manner that the client is open to suggestions (Corey & Corey, 2003).
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Reasoning for strategy
Career choice is very important for Joshua Maclead, as he is a senior in high school. He will need to decide which goal is more important, and understand that one goal can help him reach other goals. By attending college after graduation, he will open up the possibility of becoming a mechanic that can support his future wife.
Joshua Maclead
Joshua Maclead is only given options for his future goals. It is initially up to him how he wants to go about making these goals a reality. It is up to the interviewer to understand that they may not agree with their client’s values or emotions on a situation, but they have to respect them (Corey & Corey, 2003).
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Latisha’s goal upon graduation:
Latisha would like to go to the community college receive a degree in counseling and help other teens with an eating disorder.
Assessment
Schedule an appointment with Latisha
Ask pertinent questions
Gather information
Identify any problems
Planning
Determine strengths
Determine weaknesses
Find services to help
Discuss a plan together
Latisha Wayne
The initial contact is the starting point for gathering and assessing information about the applicant to establish eligibility, and evaluate the need for services (McClam & Woodside, 2012). Latisha has been battling with her weight for a few years (“Student Profile Wayne, Tatisha”, 2011). She became friends with another young lady who was also over weight, together they went to Weight Watchers and they both lost wait together (“Student Profile Wayne, Tatisha”, 2011). The school nurse has sent home a letter that she feels Latisha should see a doctor (“Student Profile Wayne, Tatisha”, 2011). She is very concerned about Latisha’s wait loss. When Latisha lost weight she had begun to be noticed by the boys and she became very popular with them (“Student Profile Wayne, Tatisha”, 2011). Latisha was so happy when the most popular boy from school asked her to the prom, her grades also had even improved (McClam & Woodside, 2012). In this meeting we will discuss why Latisha Is depressed. She had accomplished her goal to lose weight. But now has another eating disorder and is now anorexic (McClam & Woodside, 2012). By the end of the year Latisha had been hospitalized and barely was able to graduate (McClam & Woodside, 2012).
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Strengths
Communication
Education
Problem Areas
Eating disorder
Depression
Focus of Strategy
Get Latisha the right resources to help her focus on getting healthy and continuing her education.
Services and Resources
Counseling
Doctors
Family counseling
Latisha Wayne
After speaking with Latisha, we have decided that she needs to seek medical and mental help. Latisha was happy with her size six body but, she seems to now be anorexic. Latisha and her mom will go to family counseling. The first step is to get Latisha to a doctor to check on her health. Latisha had volunteered to go to a counseling program because her illness was very serious (McClam & Woodside, 2012). Latisha and her mother will also have family counseling so that they can have a better relationship, and her mother will be educated on how she can help her daughter. Getting Latisha into the counseling program and speaking with a guidance counselor about going to school part time will help her focus on her needs, and what she would like to do with her future as a counselor for teens with an eating disorder (McClam & Woodside, 2012). Latisha must continue counseling even when she has completed the program. By going to support meetings and meeting with her therapist she will achieve her goals.
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Reasoning for strategy
Latisha had wanted to lose weight in which she did. However she was diagnosed with anorexia. As long as Latisha continues to go to counseling she will be able to over come her illness, have a better relationship with her mom, and further her education. She wants to go to school to help other teens with the same disorder as hers. Latisha has met up with a guidance counselor about school and will soon start as a part time student. She is accomplishing her goals by staying healthy and furthering her education.
Latisha Wayne cont.
Heidi’s goal upon graduation:
To pursue her career as a cheerleader and attend a top ten college to follow in her parents footsteps.
Assessment
Plan a visit with Heidi
Gather Heidi’s information
Inquire about current problems
Planning
Examine goals
Find resources
Put a plan of action together
Heidi Grunder
For Heidi, I would use assessment to verify all of the information given. Since she wishes to attend college in the fall, using all of the assessed information can help to make a plan for her to carry with her as she starts her new life in another location. Helping Heidi plan for a life away from home, and ensuring a secure support system for her would be the ideal plan. “The assessment interview is an interaction that provides information for the evaluation of the individual” (McClam,2012). This interview may be structured or unstructured with open and closed-end questions. Properly evaluating the student to make necessary and adequate referrals is the responsibility of Human Service workers for the process to be effective. Assisting her in “setting goals, deciding on objectives, and determining specific interventions and resources” (McClam,2012).
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Strengths
Strong communication skills
Academically structured
Problem Areas
Needs reassurance from others to effectively progress
Focus of Strategy
To give her additional support systems for her relocation to college.
Services and Resources
School guidance
College counseling department
Heidi Grunder
Heidi’s strengths are in Reading, Writing, and has continued to excel in academics overall. Her weakness derives from a lack of attention from parents. She had a brief stay at an alternative school, but has made significant strides forward and will be graduating from her high school. “A strength-based approach to helping focuses on the talents, skills, knowledge, interests, and dreams of an individual as a way to empower, motivate, and engage internal and environmental supporters” (McClam,2012).
Heidi’s plan should be structured by a strength-based approach. The focus of this strategy is that of focusing on positive elements of Heidi’s life, and to ensure she has a strong support system.
Services and resources after graduation could possibly be support groups for those lacking in family support. Resources to be given to the client would extend to the area in which she will be relocating after graduation to attend college. Getting the client prepared for the transition will help her to settle into the area in a more confident manner, and give her the needed reassurance she lacks in.
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Reasoning for strategy
The reason I chose the strength-based approach for Heidi is because she has shown that she does well with praise, support, and acceptance from others. Focusing on all of the positive changes that she has made will boost her confidence level also. Giving her additional resources for a continued support system as she makes a transition to college, will allow the transition to be more comfortable and reassuring to Heidi.
Heidi Grunder
“Planning for the client occurs before efficient and effective delivery of services and with the review of the assessment phase” (McClam,2012). Listening to details of what the client or student in this case, will allow us as workers to make and educated and informed decision.
14
Tara’s goal upon graduation:
To be happier at Kelsey High School to be able to perform her best in school, in her extra curricular activities, and finish school successfully.
Assessment
Plan a visit with Tara
Ask pertinent questions
Gather information
Identify any problems
Planning
Determine strengths
Determine weaknesses
Find services to help
Tara Lynam
Tara Lynam is presently a Junior who attends Kelsey High. Previously Tara received her education at a special high school throughout the duration of her freshman/sophomore school years in which this school focused on performing arts. Tara had struggled at the other school due to her difficulty with socialization, outside of dealing with those struggles all of Tara associates were enrolled at Kelsey High. Tara’s grades in school started to fall do to her overwhelming programming pressure and her additional curricular undertakings, for instance her volunteering as well as her dancing started to fall. Tara was displeased with this new school however this dissatisfaction was evidently indicating to her loved ones, educators, and staff counselors. As soon as she goes back to Kelsey High Tara begin to return back to normal in addition to this she starts participating in more extra curricular events.
Her parents has showed Tara continuous backing all through her years in high school (Apollo Group, 2011).
After studying Tara one can make an assessment about her high school years and can assess how one can help in assisting her shift from high school to college. Studying Tara strengths as well as her weaknesses can help with in which manner the assessment should proceed in addition to figuring out the services that will assist Tara with planning her goals to go to college and carry on with her dancing activities. As Tara completes some of her objectives a new review will be completed to assess what will help her complete here next phase. As an individual progresses in their assessment and planning process it will be recurrence about the material used and services giving (McClam & Woodside, 2012).
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Strengths
Intelligent
Takes pride in dancing
Problem Areas
Difficulty socializing
Emotional Impact on grades
Low self-esteem
Focus of Strategy
To focus on her strengths to be more social and happier in school to reach her goal of dancing and successfully graduating.
Services and Resources
Request school records from both schools
Interview Tara’s teachers and counselors
Therapist
Tara Lynam
Tara’s profile shows that she is a very intelligent female that takes pride in dancing, however she has difficulty socializing. Tara kept her grades up though she struggled at the high school that specialized in performing arts (Apollo Group, 2011). All through the time at the performing arts school she struggled with socializing and her grades and other activities started to fall, back at Kelsey High her grades went back up and social activities got better as well. Though Tara is an upright learner, her social relations can have emotional impact on her grades. Her socialization skills with new people needs improvement.
Tara is a talented dancer, smart student and can be a better at socializing if she applies socializing skills in her studies. Tara has some self-confidence problems that affects her when she’s turned down by others who don’t socialize, which causes her grades to decrease from good to bad, and the ripple effect begins where she starts missing dance classes. By backing up her endeavors and accomplishments, attending school as well as working on socializing, and her self-confidence difficulties, she will be destined for attaining her goals. Planning Tara strengths as well as strengthening her flaws will put her in the position for attaining her goals. Tara will realize the change as her self-confidence grows along with her socialization skills. By supporting her weaknesses Tara will be capable of keeping up her education priorities and staying focused on her danceing, which will aid her in being prosperous while attending school (McClam & Woodside, 2012).
Requesting Tara’s school records and academic information from both schools for review will provide an accurate overview of her overall education (Apollo Group, 2011). Interviewing Tara educational staff members teachers and school counselors from both schools will make available the necessary information that does not appear in her school records. For example, information about how she worked and socialized with staff and students. Obtaining information from Tara is important for the evaluation which will explain her over all outlook about her education and her future goals and objectives. Obtaining information from Tara’s relatives and associates on their expectations will also help in the assessment process (McClam & Woodside, 2012). Providing Tara with services and resources such as a therapist to help her with her socialization difficulties will assist her with future socialization situations also.
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Reasoning for strategy
Professionals requirements are to evaluate a client correctly, which will assist with coming up with an effective strategy that will help prepare a detailed plan of service to satisfy the needs of each client. Meeting client needs are the key intentions for reason for strategy when it comes to developing and helping prepare a plan that will aid clients to achieve their goals (McClam & Woodside, 2012).
Tara Lynam
Apollo Group, Incorporated. (2011). Virtual Organizations. Retrieved from: https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/High/HighStuRecord.asp?stuId=17&grade=11
Corey, M.S., & Corey.G (2003). Becoming A Helper (4th ED.). CA: Brooks/Cole.
McClam, T., & Woodside, M. (2012). The helping process: Assessment to termination. Belmont, CA: Brooks/Cole.
Student Profile Kesler, Blair. (2011). Retrieved from https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/High/HighStuRecord.asp?stuId=14&grade=12
Student Profile Wayne, Latisha. (2011). Retrieved from https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/High/HighStuRecord.asp?stuId=14&grade=12
References
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