Ashley made sure she asked dan what she can do to

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nonverbal. Ashley made sure she asked Dan what she can do to make him feel that she is providing him with the best service. Dan expressed that he needed some guidance with his temper and some coping skills. Ashley overall demeanor was great through the hole session she made sure that client expressed all his thoughts and behaviors to ensure that Smith counseling agency was the correct place for Dan. Critique of Colleague’s Video
6 Ashley Smith role play video was overall pleasing. The video undeniably exhibited Ashley's professionalism between her (the social worker) and the client (Dan). In the video Ashley spoke about her agency at the end of the video to whereas I feel if you want to sell your agency that should have been done in the beginning of the video. During the video Ashly did not paraphrase or use reflective skills on client. The social worker commitment aptitudes were introduced strikingly well, however, in terms of enhancement I would recommend Ashley utilizing the client’s name. Not addressing the client by his name can come off as being disrespectful depending on his cultural back ground. As a social worker we will encounter people with situation and problems that are different, not to mention that some of the issues are cross-cultural awareness, confronting clients and suspicion of untruth, often critical thinking is required. Conclusion In conclusion, this video presentation was for us to utilize and show our ability of how to engage and evaluate a client, so we can be effective in our role as a social worker. Role playing documents the opportunity to develop instincts by analyzing how a social worker can be perceived by the client. Kirst-Ashman & Hull, Jr., 2018 states that r ole playing can possibly help one in recognizing the areas in which they are strong, as well as in various areas where someone may need help with enhancement. This project was a great opportunity for me to get a better understanding of what a social worker may come across when e xploring the GIM model and their explicit practice abilities expected to apply to each dimension of training (Kirst-Ashman & Hull, Jr., 2018).
7 References Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Understanding generalist practice (8th ed.). Stamford, CT: Cengage Learning. Chapter 8, “Evaluation, Termination, and Follow-Up in Generalist Practice” (pp. 307–348) Kirst-Ashman, K. K., & Hull, G. H., Jr. (2015). Generalist practice with organizations and communities (6th ed.). Stamford, CT: Cengage.

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