Please read the case study. Together, as a group, we are going to answer the questions at the end of the case study. Keep in mind this assignment ties in with Chapter 11. You should include content from Chapter 11 in your answers. To make this more thought provoking, it would be great if some people would included ridiculous suggestions that others can identify and correct.
Try and keep an open mind to this exercise.
First, read the case study
Please answer any one question listed below from the point of view of the school social worker who is leading this treatment conference meeting. You are not required to answer all four questions, only one.
1. What strategies would you use in the group to help negotiate a resolution of the conflict?
2. What potential difficulties do you see arising during the group meeting?
3. What might be some tasks assigned to different group members in order to help resolve this
situation?
4. What between-group meeting tasks might the group leader do before a follow-up group meeting?
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Task Group Case Study
Case Study
Jose is an 18 year old man who is caught in a conflict among the school he
attends, his wrap-around social worker (in the role of behavior specialist
consultant), and the school district administration. Jose was referred for
community-based mental health services (that provide treatment in the
home, school, or community) to help him succeed in his urban high school.
Jose started attending his school within the last few months. Prior to this,
he lived in a cottage within large residential treatment facility that had a
school on campus. Jose lived in residential treatment facilities for over six
years. His grandmother, who raised him (mother was incarcerated for drug
sale and prostitution), had trouble handling him because of his aggressive
and often violent behavior probably resulting from his mother’s crack use
during her pregnancy and the adverse childhood events Jose was
subjected to during his early life with his mother (neglect and possible
abuse).
While in residential treatment, Jose was able to decrease the incidence of
his aggressive behavior dramatically, although at times he was still
aggressive towards peers and adults. He also carried the diagnosis of mild
mental retardation and attention deficit disorder for which he was taking
Adderall.
When Jose turned 18, he was discharged from his placement and returned
to the community. He found an inexpensive room near where his
grandmother and mother (now on parole) lived. Jose decided that he
wanted to attend the local high school. Although he had not attended public
school in over five years, he stated that he felt tired of going to “dummy
schools.” Still mandated to provide educational services for Jose, the
school district placed him at his local high school in a special education
class designed for students who are mildly intellectually disabled.
Although Jose is very happy being in the community high school, he is not
happy with being placed in this class. He recognizes that he has “learning
problems,” but he does not want to be in a class with adolescents who are
mentally retarded, all of whom are lower functioning than himself. After two
weeks in class, Jose became verbally aggressive with the teacher’s
assistant and his classmates. The school personnel (teacher, assistant
principal) began to see Jose not only as mentally retarded, but as having
serious emotional and behavior problems as well. They have started to
believe that Jose was inappropriate for their school. Jose, on the other
hand, sees his aggression as being a function of his placement in a
classroom that is not to his liking.
During a family meeting school personnel told his mother, grandmother,
and him that he was suspended from school for two weeks or until he had a
one-on-one aide with him for the entire school day. School personnel saw
this as an intermediate step until a more appropriate school setting could
be found by the school district administration. A treatment conference
meeting was organized by the school social worker. It included Jose, his
mother, grandmother and aunt, school personnel (teacher and assistant
principal), a representative of the school district, the new aide, the school
social worker, and the social worker from the community mental health
agency.
They met to discuss the problem and to make recommendations to the
principal and the Committee on Special Education (they could not put new
services in place on their own). The conflict can be succinctly stated as
follows. Jose is in conflict with the school, as he wants to return to school
immediately, and does not want an aide with him full-time. The school
district does not want to pay for a private school placement, and thus is not
in conflict with Jose, but with the high school representative. There is also
recognition on the part of the district representative that the school’s
sending Jose home indefinitely until he obtained an aide could be viewed
as a violation of his rights. Yet, school personnel did not want him back
in school at all, but certainly not without full time intensive support.
The social worker from the community mental health agency who was there
to advocate for Jose (to ensure that the school was meeting his needs)
was, nevertheless in conflict with the school about how to handle the
situation.
The school social worker and the community mental health school social
worker recognizes that it is the school’s responsibility to provide an
appropriate educational program for Jose, and that while wraparound
services can help Jose deal with his emotional and behavioral problems; it
is the school and the school district’s responsibility to meet his educational
needs.
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