Please read the case study.
Keep in mind this assignment ties in with Chapter 11. You should include content from Chapter 11 in your answer.
To make this more thought provoking, it would be great if some people would include ridiculous suggestions that others can identify and correct.
Try and keep an open mind to this exercise. This format is an experiment.
After reading the case study in (will be uploaded too you)
Please answer at least 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?
answer one question., pick anyone of the 1-4
Required Textbooks:
Toseland, Ronald W., and Rivas, Robert F. (2012). An Introduction to Group Work Practice, 7th ed. Boston: Allyn and Bacon.
chapter 11 will be uploaded too
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, which provides treatment in the home,
school, or community. These services aim 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 a
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 due to his mother being incarcerated for
drug sale and prostitution, had trouble handling him because of his aggressive and often violent
behavior. Jose’s behavioral problems most likely resulted 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.
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 close to his grandmother and mother, who now is on parole. Jose decided that he
wanted to attend the local high school. Although he had not attended public school for 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 lower functioning than him. After two weeks in class, Jose became verbally
aggressive with the teacher’s assistant and his classmates. The school personnel (the teacher and the
assistant principal) begin to see Jose not only as mentally retarded but having serious emotional and
behavior problems as well. They are starting to believe that Jose is 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 Jose that he was
suspended from school for two weeks or until he has 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. The school social worker organized a treatment conference
meeting. 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.
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, which is not in conflict with Jose, but with the high school
representative. There is also recognition on the part of the district representative that since the school is
sending Jose home indefinitely until he obtains an aide could be a violation of his rights. However, the
school personnel did not want to allow Jose to return to school without a full-time aide.
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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