Client System Role-Play Scenario Assignment

Client System Role-Play Scenario Assignment

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Client System Role-Play Scenario Assignment

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Assignment: Client System Role-Play Scenario

Practicing your social work skills through role-play scenario is an essential part of a social work education. This is an opportunity to make mistakes and learn before interacting with vulnerable clients and unintentionally causing harm. Role-play assists you in identifying the areas where you are strong, as well as the areas where you might need improvement.

In this Assignment, you demonstrate skills related to engagement. You are encouraged to practice your engagement skills before recording yourself because practice encourages improvement. However, the video is not expected to be a perfect recording. Real life is not as polished as it may appear in film or television. Stumbling over a word or having to clarify a sentence is a place to demonstrate genuineness and warmth. The goal of recording yourself is to demonstrate current practice skills. You share your video with colleagues in order to have opportunities to learn from one another over the next few weeks. It is now time to record your role-play scenario!

By Day 7

Submit a client system role-play video and the Client Systems Role-Play Script Template. There are two parts to this Assignment.

PART A: Client System Role-Play Video

Role-Play Video (5–8 minutes)

Record a role-play video that demonstrates engagement skills. You take on the role of the social worker, while a friend, family member, or colleague takes on the role of the client. Although this is a role-play scenario, you should demonstrate your professionalism in demeanor, appearance, and behavior. Please dress professionally and ensure you have a quiet place to record without interruptions. Your video role-play should include:

• A demonstration of the interaction between you, as the social work intern, and the client system you selected that reflects the Engagement step in the Generalist Intervention Model. The scene should include the following:
• Demonstrating effective attending skills
• Discussing agency services and client expectations
• Deciding if the agency and worker can help
• Offering agency and worker services to the client
• Orienting the client to the helping process, including:
• A discussion of confidentiality
• A discussion of a social work intern’s role

PART B: Client System Role-Play Transcript

Using the same Role-Play Script Template provided this week, provide a detailed script that includes verbatim dialogue, identifies non-verbal communication, and identifies practice skills/behaviors used. In the required transcript, include:

• A description of the fictional agency setting and types of services provided at this agency
• A description of the client system (depending on the client level you selected—micro, mezzo, or macro)
• An explanation of the presenting concern
• A description of the client session scene in which you implement the GIM step and practice skills you have selected for working with this client system
• A verbatim script of the dialogue, which depicts the techniques you would use to implement the GIM step and the practice skills you selected for the client interaction (column 1 in the template), that occurs between you, as the social work intern, and the client(s)
• A description of the visual cues or non-verbal communication that both the social worker and the client exhibited during the interaction that support the GIM step and practice skills you selected (column 2 in the template)
• An identification of specific practice techniques/skills demonstrated (column 3 in the template)

Script template

Client Systems Role-Play Script Template

Date:

Role-Play Title:

1. Agency Setting and Services Provided at Agency:
2. Client Profile (demographic details, practice level):
3. Presenting Concern:
4. Scene Description From the Client Session:
5. Practice Skills or Behaviors Demonstrated in Role-Play:
6. Client System Role-Play Scenario Assignment

Audio (dialogue)	Video (client and social worker visual cues)	Social worker practice skills and or behavior
This column should include a verbatim script of the dialogue between the social worker (you) and the client. Example: Social Worker: Hello, Eboni. It is nice to see you. What brings you to the agency today? Eboni: I think I have made a decision about my pregnancy, but I don’t know how to tell my parents and my boyfriend.	This column should describe the non-verbal communication in the interaction. Example: The social worker smiles and gestures for Eboni to sit down in the empty chair across from the social worker’s desk. Eboni slowly pulls back the chair, sits down, and then looks at the floor.	This column should include the skills you are employing to respond to the material arising in the first two columns. Example: Open-ended question Warmth

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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