SWK354 JUL24 Seminar 2.pptx Revised.pdf

SWK354 FAMILIES AND THEIR ISSUES JUL 2024 SEMESTER SEMINAR 2 ‹#›  Quiz - Slido Join at slido.com #8021 992 https://app.sli.do/event/deQ3a7zJGEm88F8wjvLuC7...

SWK354 FAMILIES AND THEIR ISSUES JUL 2024 SEMESTER SEMINAR 2 ‹#›  Quiz - Slido Join at slido.com #8021 992 https://app.sli.do/event/deQ3a7zJGEm88F8wjvLuC7 ‹#› Session Topics Reference Session 1 Review concepts related to families SU 1 Session 2 Theories and models SU 1 Theories and models Session 3 Issues families face: a) Illness, b) Grief and Loss SU 1, 2 c) Disability Session 4 Issues families face a) Marginalisation b) Poverty SU 3 Session 5 Issues families face c) Family Violence SU 3 Issues families face SU 3 Session 6 a) Addictions 5/7/2024 SUSS SWK354 2023 JULY Learning Outcomes Concepts, Theoretical Frameworks/Models, and Tools Issues Discuss the needs of different types of families. Concept of Family-definitions, assumptions Analyse the multiple needs and strengths Family social work of contemporary families in Singapore Family social work process Strategies, roles and techniques Explain socio-economic conditions that Laws and Ethics create and sustain poverty. Maslow’s Hierarchy of Needs Disability Formulate approaches which account for Family Development and Life Cycle Illness ethnic, class, gender, religious, linguistic, Family systems and disruptions Grief and Loss cultural, and sexual differences Ecological Perspective Marginalisation and Strengths Perspective Poverty Apply strengths and empowerment Family Resilience (protective & risk factors) Addictions perspective to practice. Double ABC-X Model Violence and abuse Life cycle development approach to grief and loss Worden’s Tasks of Mourning Transtheoretical Model of Change Use generalist practice to empower family Bio-psychosocial Model functioning and enrich relationships Genogram, Ecomap, and Time line ‹#› Activity Review Case Study 1 1. Using the six (6) key assumptions (KA) of family systems theory, analyse this family. 2. Discuss how you would apply the eight (8) key strategies when working with this family. 3. What potential ethical issues might you encounter? Choose a presenter to represent your group. 56 Case Study 1 You are a social worker at Arrows Family Service Agency (AFSC). Jack Mah came to your Centre on 6 May 2019, in the morning. He wanted you to talk to his father-in-law to be “a more responsible grandfather”. Jack is 32 years old and works as a sales executive at a hand phone shop. His wife, Betty Lim is 30 years old, and works as an administrative assistant. The couple have a young son, Ken who is 20 months old. The couple married in January 2018, after Betty found out that she was 3 months pregnant in December 2016. The couple lived with Betty’s 67-year-old widowed father, Mr Lim Boon Leong, in his HDB 2-room flat, while waiting for their HDB BTO 3-room flat nearby to be ready. Prior to the marriage, Jack lived alone in a rented room as he had been estranged from his family. Jack and his father-in-law shared a good relationship. However, problems started when Mr. Lim took over the responsibility of caring for Ken, after Betty’s maternity leave ended in August 2018. The couple’s heavy workload meant that they often reached home past dinner time. They could not be home earlier, as much as they would love to. Jack said that whenever he was able to be home early, he would take over caring for Ken. Jack said that he respected Mr. Lim. However, he did not like his father-in-law taking Ken along with him to the nearby coffee shop where he would meet up with his good friends. Jack was concerned that Ken might pick up vulgar language used by Mr. Lim and his friends during their coffee shop chats. While Mr. Lim felt that Ken would not have picked up vulgarities as he was still young, he tried to cut down the time spent with his friends during their coffee-shop chats, and met them less frequently. As Betty felt caught between two persons she cared about and had a good relationship with, she tended to stay out of their arguments. On 5 May 19 afternoon, Mr. Lim met his friends at the coffee shop as he had not seen them for two weeks as the couple had been working late again. Mr. Lim brought Ken along. He felt tired after babysitting Ken the whole day. When Jack found out that Mr. Lim brought Ken along to the coffee shop, he became very angry and yelled at his father-in- law for not being a good grandfather. In return, Mr. Lim called Jack “useless” as he was not able to employ a domestic helper to take care of Ken. For the first time in their relationship, both men shoved each other. They only stopped when Ken cried, being startled by the shouting. Betty pleaded with both of them to stop. Jack regretted the conflict but did not know how to address the matter with his father-in-law. He then decided to seek help at your Centre. On the same day in the afternoon, an elderly man came to the Centre for help, on the advice of his friends. You realized that the elderly man is Mr. Lim, Jack’s father-in-law. Mr. Lim said that he really wanted to support the couple and he loved Ken very much. Hence he had been “keeping quiet” whenever Jack voiced his opinions about bringing Ken to the coffee shop. He had been feeling frustrated for some time, and asked you to talk to Jack to be more reasonable.  Key Assumptions about Family Systems (Collins, Jordan, & Coleman, 2013, pp.72-85) 1. A change in one family member affects all of the family members. 2. The family as a whole is more than the sum of its parts. 3. Families try to balance change and stability. Concept of homeostasis. 4. Family members’ behaviours are best explained by circular causality (interaction and communication patterns). 5. A family belongs to a larger social system and encompasses many sub- systems. 6. A family operates according to established rules. 35 Key Strategies in Working with Families (Collins, Jordan, & Coleman, 2013) 1. Adhere to culturally sensitive practices. 2. Focus on the family’s needs. 3. Respect clients’ autonomy. 4. Avoid fostering unnecessary dependency. 5. Reassess clients’ resistance. 6. Maintain professional distance and remain emotionally available. 7. Set realistic expectations. 8. Maintain a dual micro-and-macro focus: Ecological intervention. 49 Case Study 1 (from case studies on canvas) Take 5 mins to review the case Let’s tune in to the case and characters first Tuning in to character and issues faced Characters (from their perspective) Jack Betty Mr Lim 57 10 minutes to discuss KA and strategy in your groups Group Discussion Qn Discussion Points Using KA 1 & 2 1 analyse the family’s needs. 2 KA 3 & 4 3 KA 5 & 6 4 KA 1 & 6 58 Group Discussion Qn Discussion Points 1 Apply strategy 1 and 2 2 Apply strategy 3 and 4 3 Apply strategy 5 and 6 4 Apply strategy 7 and 8 ALL Anticipated Ethical Issues 59 Theoretical Frameworks/Models and Tools Maslow’s Hierarchy of Needs Family Development and Life Cycle Family Systems and family disruptions Ecological Perspective (Bronfenbrenner) Strengths Perspective (Saleebey) Genogram, Ecomap, and Timeline Biopsychosocial Approach (can be individual or family level) Double ABC-X Model Refer to the Study Guide, textbook, and additional readings uploaded on CANVAS ‹#›  The notion of ‘family’ in Japan… https://www.straitstimes.com/asia/ea st-asia/yours-sincerely-singles- charmed-by-japan-letter-writing- scheme 1. What does this video tell you about how families are perceived in Japan? 2. How do the notions of social justice come into play when using this service? 3. Do you feel that this would be accepted in the Singapore context? Why or why not? 4. What might be some ethical issues in using such a service? Source: https://www.youtube.com/watch?v=OURBpPLewoU ‹#› Source: https://youtu.be/CQuEVB5zf6w (4.04)  Concept of Full Time Children in China Which stage does this correspond to the family life cycle? What are the possible impacts on the family? Spurce: https://www.channelnewsasia.com/cna-insider/full-time-child-reverse-migration-china-record-youth-unemployment-3693226  Maslow’s Hierarchy of Needs (Refer to Study Unit 3 and text book, pp.246-237) ‹#› Source: https://www.youtube.com/watch?v=nrFQrIbZ0Bg (10:10)  Stage Family Tasks 1. Marriage/ Committing to the relationship. Formulating roles and rules. coupling/pair- Becoming a couple while separating from families of origin bonding Compromising and negotiating around concrete and personal needs Restabilising the marital unit with a triangle 2. Families with Stages in the young children Bonding with the child and integrating that child into the family Family Life Realigning relationships with one another, deciding on work or career and domestic chores Cycle (Figure 3. Families with Allowing greater independence of children 4.1, pp 110 school-aged Opening family boundaries to accommodate new social institutions and new people Collins, children Understanding and accepting role changes Jordan, & 4. Families with Dealing with teen demands for independence through appropriate boundary adjustments Coleman, teenagers Redefining personal autonomy. Rule changes, limit setting, and role negotiation 2013) Preparing young person for independent living. Leaving home through schooling and job 5. Launching skills. Accepting and promoting youth’s self-sufficiency Readjusting family system to accommodate children returning home as adult children 6.Boomerang Dealing with couple issues stage Renegotiating personal and physical space. Renegotiating role responsibilities 7. Middle-aged Adjusting to new roles and relationships apart from children parents Involvement with grandchildren and partners of the children 8. Aging family Dealing with issues related to aging. Striving to maintain dignity, meaning, and member independence ‹#› Group Activity Part 1 (15mins) In your groups, choose one of the below topics 1. Ecological Perspective 2. Strengths Perspective 3. Bio -Psychosocial Model 4. Double ABCX Model Refer to the readings in CANVAS and Study Guide/ Seminar slides on the topic you have chosen and read through the relevant readings based on the topic you have chosen.  Origin of Theory/ Applications - Model/ Theories Model How to use it Strengths Challenges Key Ccomponents with families Maslow Family Life Cycle Ecological Perspective Strengths Perspective Bio-psychosocial Approach Double ABC-X  Padlet https://padlet.com/serenethl33/theories-models-frameworks- gdfnfg3p9qqj0cv0 Source: https://www.youtube.com/watch?v=JmyWxG4It3M Ecological Perspective (Bronfenbrenner, 1979) (Refer to Bronfenbrenner’s article, The Ecology of Human Development and the course textbook) CHRONOSYSTEM ‹#› Bronfenbrenner’s Ecological Perspective Individual – person identified as the focal point of analysis. 1. Microsystem – most basic system, referring to the individual’s immediate environment on a regular basis (e.g. daily, weekly). 2. Mesosystem - the interactional processes between microsystems. Thus, it cannot be part of a mesosystem if it is not found in the microsystems of the individual. 3. Exosystem – settings that have an indirect effect on family interactions on the microsystems and mesosystems. 4. Macrosystem – most generalised forces affecting individuals and family functioning e.g. political, cultural and economic factors. 5. Chronosystem – the impact of time on the various levels of systems. ‹#› CHRONOSYSTEM ‹#›  Ecological Perspective (Bronfenbrenner) (Refer to Bronfenbrenner’s article. The Ecology of Human Development) Chrono System Drug Abuse Suicide COVID Family Violence Timeline Macro System Legislations Policies Values Ethics Culture Exo System Self- Help Groups Religious Orgs VWOs etc Ecomap Meso System Relationships between microsystem Attachment Family Resilience Genogram Micro System E.g. Developmental, Relationships Maslow, Erikson, Kohlberg, Piaget ‹#›  Video: Raising 7 kids in Singapore As you watch the video, consider the following questions: Using Maslow’s hierarchy, what are the family’s needs? How do you see the family’s tasks being played out according to the stages in the family life cycle? How can we apply the ecological perspective to this family? Source: https://www.youtube.com/watch?v=nrFQrIbZ0Bg ‹#› Generation gaps and perspectives https://www.todayonline.com/big-read/big-read-generational-gap- bridge-too-far-or-are-we-making-too-much-it-1908856 1. Do you agree with what is being presented in this article? 2. How do you think that these mindsets will shift in the next five to ten years? ‹#›  Strengths Perspective: ‹#› SIX (6) Principles “A perspective is neither a theory or a model. A theory seeks to explain a phenomena or describe a phenomena analytically. A model tends to represent logically, some aspect of the world. A perspective is a standpoint, a sort of lens which we choose to perceive or appreciate the world” (Saleebey, 2013, p.17). Family Strengths-based Practice means : a. a recognition of what has been done well; and b. to build on the family’s identified strengths and competence. Refer to articles posted on Canvas– see Infographic.  Strengths Perspective: 6 Principles ‹#› (Saleebey, 2013, p. 17-21) Every individual, group, family, and community has strengths. Trauma and abuse, illness and struggle may be injurious, but they may also be sources of challenges and opportunities. Assume that you do not know the upper limits of the capacity to grow and change, and take individual, group and community aspirations seriously. We serve clients by collaborating with them. Every environment is full of resources. Caring, caretaking, and context Preference is for students to cite the 6 principles as given by Saleebey (2013) in his book, The Strengths Perspective in Social Work. (6ᵗʰ edition). Refer to materials posted on Canvas.  6 Principles ‹#› 1. Every individual, group, family and community has strengths. This means the social worker has to identify these resources and strengths in the client/ client group. 2. Trauma, abuse, illness and struggle may be injurious but they may also be sources of challenge and opportunity. This means that the social worker helps the client to focus on their growth and look for opportunities in their life events that build resilience. 3. Assume that you do not know the upper limits of the capacity to grow and change. This means that social workers need to hold high the expectations of their clients and form an alliance with them on their hopes and aims. 4. Acknowledge that we best serve clients by collaborating with them. This means that the social worker is not always the expert and can be more effective as a collaborator. 5. Every environment is full of resources. This means the social worker not only identifies the resources but also makes them available to their clients. 6. Caring, caretaking, and context. There is potential for family members to care for each other. *How do you see the strengths perspective being relevant/applicable in your own family and/or in your community?*  Caring, caretaking, ‹#› and context Care is essential to human well-being 3 rights to care: Families are permitted and assisted in caring Paid caregivers need to give support and quality care without compromising their own well-being Those who need care get the care  Video: Raising twins with special needs Sometimes, we can’t see the struggles that our clients are going through internally. Perhaps they are unwilling/shy to express their personal challenges. What are some of the strengths that this mum has? What more could you, as the social worker, do for her and her sons? Source: https://www.youtube.com/watch?v=oFvFfNr4p_w ‹#› Group Discussion Activity Apply the strengths perspective to case study 2. ‹#› Case Study 2 You are a social worker working at Spring Family Service Centre (FSC). The Housing and Development Board (HDB) Branch Office has referred the Ramalingam family to your centre for help as the family has problems paying their mortgage and utilities bills. You have made arrangements to meet with Mr. Ranjit Ramalingam on Thursday afternoon. You arrive at Mr. Ramalingam’s three-room HDB flat and a Chinese lady opens the front door and welcomes you. Mr. Ramalingam appears and introduces you to his wife, Ching Ling, Ching Ling tells you to call her “Ling.” Ranjit Ramalingam, 59 years old, is a security guard and earns about SGD 1500 a month. Ling is a homemaker. He and Ling have three children. Ranjit tells you that he and Ling have been married for 10 years. This is his second marriage; his first wife, Nirmala, passed away from cancer 11 years ago. Ling is 36 years old. He shares with you that the two older children, Rani, 21 years, and Devenash, who is 18 years old, are from his first marriage. Their youngest son, Joe is from their marriage. Joe is 10 years old and studies at a neighbourhood primary school. Ling used to work as a salesgirl but stopped work since Joe was born. There is also Cathy, their granddaughter. Ling looks after Cathy, who just turned one-year-old last month. Cathy is Rani’s daughter. Rani is not married and she dropped out of the polytechnic after she was pregnant. Ranjit tells you, “We are a happy family and we do things on our own. So I did not expect that we would have money problems, started about five months ago. I work hard, take more shifts, and still got problems.” Ching says, “I never think we need to get help from someone outside.” For the past three months, the family had problems paying their utilities bill and mortgage. Ranjit had asked for an advance from his employer to settle some of the arrears, “My supervisor is kind, he also sometimes buy things for Cathy.” Ranjit said that they were also having difficulties paying a renovation loan that they took from a bank two years ago, and they were paying the loan in instalments. He explained that he and Ling had decided on minor renovations to the home then, as the home looked “not nice, so old” and “never renovate since Joe was born.” The family could manage their living expenses and relied on their savings initially. However, it was getting hard to manage their family budget. Ling tells you, “Now, things are more expensive.” Ranjit informs you that he has to pay more for the renovation loan now. The bank sent him a letter some months ago, and the interest rate had gone up. He adds, “I have no choice, and just try to pay the loan.” Ling adds, “My husband is getting old, got diabetes, and sometimes leg pain as he has to walk a lot and do extra shift. So we need to see the doctor.” She tells you that she is scared if something should happen to him. She is also worried about school fees and the cost of milk powder for Cathy. The family decided to approach HDB for help when their electricity and water supplies were cut off last week as they could not pay their bills. Ling said that she was “scared” about what happened, especially since she was alone with Cathy at home then. There was no water and electricity. She felt bad and ashamed as she had to ask her neighbour for water as she could not make milk and food for Cathy. Their neighbour, an old aunty and uncle helped her. She said that they were kind, and also bought chicken rice for her and Joe that day. You ask the couple if they approached anyone for help. Ling tells you, “Our home looks nice, we have a sofa and a big TV, but most are from my husband's employer. So nobody thinks we have problems.” Ranjit says, “I alone, my parents pass on already. I do not have any brother or sister. I have been taking care of myself and my family. I can work. No need to ask for help. For this time, this problem, I asked one cousin once but now, no more. I don’t like it as he talks bad things about me to my other relatives.” Ling says that she can only confide in her only elder sister who works as a nursing assistant. Her sister helped them with some money to settle the utilities problem. She could not tell her father and mother or ask them for help as they were not happy that she had married Ranjit. You found out that Rani currently works part-time as a cashier at the supermarket and she started to attend classes in the night at Ling’s urging. Ling felt that it was important for Rani have better educational qualifications so that she could get a higher paying job, and take care of Cathy’s future needs. Ranjit tells you, “Devenash is in the polytechnic. My boy, he is smart and good, not like us, with only secondary school education. He works during the holidays to earn his pocket money.” He would like to be able to continue to pay for Devenash’s polytechnic fees. Ranjit hopes that Devenash will get a better paying job when he graduates and help to support the family. He tells you that in future, Devenash will get married and will need to support his own family. He also tells you, “I don’t want my sons to go through what I am facing. I am scared to lose my house as I cannot pay my mortgage and loan. I am scared HDB or the bank will take my house as we cannot pay, just a little bit more, we can finish paying the bank. I don’t like to owe money. I am the man of the house and I got to take care of my family. Joe is still young. Rani and her baby also need a home. If I do not have this flat, how?” Ling looks teary and says, “We try to live simply, we do not go out. I always cook at home as it is cheaper and better. We only spend what is necessary, like baby food, school fees, and Joe’s tuition.”  Application of Strengths Principles to Case 2 Strengths Principles Discussion points Every individual, group, family, and community has strengths. Trauma and abuse, illness and struggle may be injurious, but they may also be sources of challenges and opportunities. Assume that you do not know the upper limits of the capacity to grow and change, and take individual, group and community aspirations seriously. We serve clients by collaborating with them. Every environment is full of resources. Caring, caretaking, and context ‹#›  George Engel offered a holistic alternative to the prevailing bio-medical model that had dominated industrialized societies since the mid-20th century. Bio- He believed that to understand and respond adequately to patients’ suffering, and to give psychosocial them a sense of being understood, clinicians must attend simultaneously to the biological, psychological, and social dimensions of Approach illness. Social work practice –balanced perspective to take into consideration the person as a whole, the family, and wider environment, working with the person and the family. Helping family and linking family to support systems e.g., home health care, financial aid, transport services, etc. ‹#› Refer to Engel’s article in Canvas, LG Group, “Readings on theoretical frameworks/models.” Bio-psychosocial Approach - Biological (Campbell & Rohrbaugh, 2006) Predispositions Physical (and neurological) conditions Genetics Medications/substances History: Of present illness Past medical/psychiatric history Past substance abuse history Family history ‹#› Bio-psychosocial Approach - Psychological (Campbell & Rohrbaugh, 2006) Predisposing factors: identification of psychological themes: Trusting others to provide emotional and physical support. Remaining in control of self and control of environment. Maintaining a healthy sense of self-esteem. Disruptions in psychological development – e.g. trauma, impact of multiple caregivers, attachment issues, Erikson’s psychosocial approach. Current precipitants: identification of psychosocial stressors. Emotions and cognition impact coping. ‹#› Family, friends/significant Bio-psychosocial others, social environment, Approach education, work, housing, income, accessibility to - Social healthcare services, legal (Campbell & Rohrbaugh, problems/crime, others (e.g. 2006) disasters, lack of accessibility to social service). Cultural factors and/or spirituality. Spiritual—Religious beliefs, personal values, meaning and purpose in life. ‹#›  Video: Single unwed parents and HDB housing As you watch the video, consider the following questions: How can you, as a future social worker, help in advocating for these single mums? Whose interests would you prioritise– the single and unwed parents; singles; or the seniors who are also looking for 2 room flats? Why? What would help you to make this decision? Source: https://www.youtube.com/watch?v=14vDelbnCgI ‹#›  What implications would this have on singles and married couples? Source: https://www.straitstimes.com/singapore/politics/ndr-2024-singles-to-get-priority-for-bto-flats-to-live-near-parents-more-assisted-living-flats-for-seniors Source: https://www.youtube.com/watch?v=juRJhkK7rZs Double ABC-X Model (Do NOT refer to the one in the study guide) ‹#›  Double ABC-X Model – Pre-crisis & Crisis Key Definition PRE-CRISIS a The initial stressor Existing resources b (psychological/individual, social/community, family) Perception of the initial c stressor CRISIS x Crisis ‹#› Key Definition POST-CRISIS (1) The initial stressor + (2) aA persistent problems (e.g. poverty, illiteracy + (3) transitions in families bB Existing resources + New resources Perception of the initial stressor + family’s perception/definition of cris cC pileup, existing and new resources. Positive or negative ‹#› Key Definition -The outcome after crisis -Change in the family system with long term consequences involving changes in roles, Adaptation rules, patterns of interaction, and perceptions -2 levels: (1) member-to-family; (2) family- to-community Balance at both member-family and family- Bonadaptation to-community levels xX – continued imbalance in one or both levels, or balance at the expense of family’s or Maladaptation member’s integrity, development or autonomy ‹#›  Example of Application of the Double ABC-X Model to case Case 1 – Jack Mah, Mr Lim, Betty, Ken Item x (crisis) Escalation of tension to physical violence between Jack and Mr Lim Tense relationship between Jack and Mr Lim, disagreement over influence of Mr a (stressor) Lim’s friends on Ken. Disagreement remained unresolved. Resources to deal with situation – Betty – preferred to maintain stability and b avoided siding with either party. Mr Lim continued bringing Ken when he met his friends. Mr Lim didn’t see it as a problem. Only Jack seemed to have issues. Betty stayed c clear. Couple’s heavy workload aA Finances? Housing? Childcare? bB Social service agency, Mr Lim’s friends Both Jack and Mr Lim approach Centre to seek help. Some level of motivation to cC ‹#› get help. Apply the Double ABC-X Model to Case 2 to assess the family’s needs and how the family has responded to the crisis. ‹#›  Take 5 mins to review the case Let’s tune in to the case and characters first Tuning in to character and issues faced (from their Characters perspective) Ranjit Ling Rani Devanash Joe ‹#›  Application of the Double ABC-X Model to case Item Discussion points x a b c aA bB cC xX ‹#› Models, frameworks Merits Limitations MeritsHelps Family Life Stages and Limitations of models andNot to structure assessments frameworks all stages may– fit local context. not exhaustive (Carter & McGoldrick) according to issues at each stage. Overlapping stages. Offers quick view of situation. Fits well when assessing an Needs to be complemented by Ecological individual and how systems are other theories to assess overall (Bronfenbrenner) affected by individual or how the family situation. individual affects systems. Needs to be balanced with Strengths Perspective Focuses on the positives. assessed risks. Immediate risks (Saleebey) Encourages client to ‘take charge.’ need to be addressed first. Assumes client can ‘take charge.’ Thorough, covering key domains Tedious and requires one to gather BPS (Engel) (i.e., biological, psychological and and validate lots of information to social aspects). make an assessment. ‹#›  Key areas in cultivating cultural competency 1.) Acknowledge and respond to clients and colleagues as unique people. 2.) Avoid stereotyping/making assumptions based on individuals’ identities. 3.) Treating people fairly does not mean treating them all in the same way. 4.) Always try to increase knowledge/understanding of others’ identities that are different from yours. 5.) Use appropriate language pertaining to culture, identity or social situations. 6.) Recognise and acknowledge that some organisational policies may impact different people differently. 7.) Recognise and acknowledge when organisational policies do not recognise and attend to diversity. 8.) Aspects of one’s social identity may impact upon others in different ways. 9.) Raise the consciousness within your organisation to increase understanding and respect for diversity, and take steps to practice inclusivity. 10.) A person’s understanding and feelings about aspects of their identity may be different from yours. ‹#› Tools Genogram Ecomap Time Line Refer to textbook and readings posted on Canvas Students should know how to depict cases using these tools ‹#›  Genogram A genogram is a systematic diagram of the family. It identifies family members and their relationships with one another. (Family Tree– Intergenerational patterns) By keeping in mind the presence of the various individuals involved in the client’s (family’s) life, we see how the presence and absence of others in the client’s life would impact the client positively or adversely ‹#› ‹#› ‹#› Genogram (continued) ‹#› Genogram (SAMPLE) ‹#› Ecomap Larger environment (external to immediate family) influences the family and is influenced by it (e.g., groups, resources, organisations, associations, other families and individuals) Family viewed as a sub-system of the larger social system Different levels of systems and what they mean to the family Tips: Social network(s) that is/are already present Relationship(s) between the present network and the client Are the present resources sufficient to cope with demands in the client’s life? Acute or chronic issues/demands? Network(s) that should be available but are not. Why? Lack of awareness Lack of openness ‹#›  Ecomap (continued) http://www.genogramanalytics.com/ecomap_symbols.html ‹#›  Ecomap (SAMPLE) ‹#› Time Line A tool used to lay out sequence of events over time Putting events on timeline to understand nature and extent of problem Helps worker and client (family) to: Become aware of the chronological sequence of events Understand how the sequence of events may have led to current concerns Understand what happened and in what time frame it happened is crucial Three key questions: What are the events that have happened? What is the time frame of what happened? What is the extent of the impact on the client? ‹#› Timeline (SAMPLE) ‹#› Seminar #3 Theoretical Frameworks/Models and Tools Illness Grief and Loss Disability Refer to the Study Guide, textbook, and additional readings uploaded on CANVAS ‹#›