Juliene Duran Paez



Empowerment Approach and Intervention Plan with Participant Suzette CroesJuliene Duran Paez150886 University of Aruba Faculty of Arts and ScienceSocial Work and DevelopmentSocial Work Methods and Theories, ASWD-CC35-12Mid Semester Assessment, Year 2, Semester 1Assignment: Case Study Lecturer: Clementia EugeneDate: October 18th, 2017Table of ContentsIntroduction............................................................................................................................ Page 3Application of the Empowerment Approach to the Case of Suzette Croes….…………. Page 4-15Engagement………………………………………………………………...…..... Page 4-8Assessment…………………………………………………………………...…. Page 8-10Intervention……………………………………………………………….....… Page 10-12Evaluation……………………………………………………………........…... Page 12-14Termination………………………………………………………………....…. Page 14-15The Role of the Social Worker....................................................................................... Page 15-16The Role of the Participant……………………………………………………………..… Page 16Strengths of the Empowerment Approach…………………………………….………. Page 16-17Limitations of the Empowerment Approach……………….…………………………..…. Page 17Ethical and Cultural Considerations………………………………………………...…….. Page 18Conclusion…………………………………………………………………………...……. Page 19References…………………………………………………………………………...……. Page 20Appendix……………………………………………………………………………… Page 21-23IntroductionThe case of Suzette Croes highlights several difficulties a 19th year old adolescent may encounter when having a lack of support from siblings and desire for independency. Therefore, there would be emerging feelings of guilt, loneliness, isolation and even coming in confrontation with depression. For a successful enhancement for the well-being of Suzette, the social worker would work together in collaboration with her by applying the Empowerment-based approach. This would guide her through gaining the power and awareness of the strengths that resides within herself (the self). Empowerment was found in the British society of the 18th century however, it was till the 19th century that it was considered an approach specially in the English and American society. Furthermore, the empowerment theory was a new social work concept to emerge in the profession. “The major theorists of the empowerment approach in social work, such as Barbara Bryant Solomon (1976), Ron Mancoske and Jeanne Hunzeker (1989), all stressed that empowerment involves individuals taking control of their lives and influencing their surroundings in order to obtain the necessary resources” (Teater, 2014). “To apply the Empowerment-based approach to practice, one must acknowledge that every individual, group or community has strengths and resources and the current lack of power is a result of a block to or non- use of resources, particularly due to direct and indirect discrimination and oppression” (Teater, 2014).In this case study, I will be deliberating and discussing the following topics: application of the Empowerment-based approach to the case of Suzette Croes, the roles of the Social worker and the participant, the strengths and the limitations of the Empowerment-based approach, ethical and cultural considerations and conclusion. Application of the Empowerment Approach to the Case of Suzette CroesEngagementAccording to the Merriam-Webster online dictionary, engagement is referred when an individual has an emotional involvement or commitment to collaborate freely in a certain situation. In the social work practice, the engagement stage is when the Social worker participates, collaborates and interacts with the participant to create a safe and pleasant environment during the session. The engagement sessions could last from a couple of minutes to hours, depending on the severity of the circumstances that the participant is experiencing. This is why it is essential for a social worker to be empathetic and open to listen to the participant in order to build a professional relationship based on trust. In addition, it is also crucial for the social worker to engage on a questioning level of mechanism in order to get an insight or idea of what the problem is that is affecting the participant. During the process of guidance and assistance the social worker is required to have several skills for a more engaged session with the participant. Examples of these skills would be, being an active listener, empathetic, having inner strength, thinking critically, setting boundaries when its needed and the most important of all, know how to communicate with the participant. Communication in particular is based on how to deliver information/message from one source or individual to another. In addition, when it comes to this the use of language becomes an important aspect in the social work practice. According to Teater, “social workers should evaluate the extent to which their language can be interpreted by clients” (2014). Words have different meanings depending on the participant, each person may experience their feelings and emotions differently depending on the situation that they are going through. When a participant is venting his/her stories or concerns, it is crucial that the social worker is listening carefully because during these ventilations the participant is most likely sharing strengths, resources of empowerment and also positive attributions to the ‘self’ that he/she may not be aware of. In these situations, the social worker would reflect these sources to the participant afterwards. During the process of acknowledgement and questioning, the social worker would be using five languages, “(1) language of collaboration vs. language of help, (2) language of ownership, (3) language of possibilities, (4) language of solutions and (5) language of clarification and elaboration” (Teater, 2014). Each one focusses on specific aspects of the concerns of the participant causing the engagement stage to be at is best. Below is an example of a dialogue that would take place in the engagement phase of the Empowerment-based approach.Juliene (Social worker): “Good morning Suzette, welcome. Please have a seat. I am Juliene and I will be guiding you through this self-assessment journey. Before we start with today’s session, I would like for you to know that everything that is spoken between the two of us will be kept confidential and in case, you do not feel comfortable to continue these sessions you can terminate it at any giving point. At the end of today’s session, I will give you a consent form, which you can take home, revise and fill in. You can bring it back at our next session if you decide to continue. So, what is that you and I will work on today Suzette?”Suzette: “I had to think and rethink about coming today. But I finally gain the courage to assist for my own good, I guess. I just started my second semester at the University of Aruba in the faculty of FHTMS. I also am currently working as a cashier at the Super Food Plaza. It has been pretty nice to be a little independent lately. The only thing is that in my free time I would like to go out with my friends and have some fun like they do. But I can’t. My parents are too strict and religious and find everything not properly adequate for a young lady like me. Juliene (Social worker): “I see you are a very independent young lady Suzette, you work and you are attending to college at the same time. That says a lot about your personality. As I was going through your grades of the first semester you are very intelligent and talented Suzette. Besides this your willingness to be independent and work hard for your things highlights the strengths that rely within yourself, you have a bright future ahead. Believe me”.Suzette: “Wow, I am impressed, I did never notice how good I was in achieving my goals”.Juliene (Social Worker): “Great that you acknowledged that. Later we will assess this. How is your relationship with your family?”Suzette: “Hmm… to be honest with you Juliene everything is going so wrong lately between me and my family, my parents are extremely religious not allowing to fulfil my life as I want too. My other siblings which are three, are also affecting me as a person. Everything is my fault for them everything… Having to deal with my family makes want to consider moving from there and live without any anger or other negative feelings”. Juliene (Social worker): “What are these other feelings invading your mind?”Suzette: “well, I am kind of feeling, lonely, guilty, isolated, and even depressed. Everything is so overwhelming. It’s been so overwhelming that my school performance is going through the drain and I don’t even know anymore what is my purpose in life. I just can’t take it anymore. I just want to go and live somewhere else”.Juliene (Social worker): “how come you are still living there? Is there a main reason?”Suzette: “I think because I love my family and I don’t want to feel guilty of them getting hurt by my fault, they mean the world to me even though they have certain values that I don’t agree with I still care for them”. Juliene (Social worker): “I see you are a very loving and caring person Suzette, the way you have expressed yourself about your family leaves no doubt of it. Is there someone else besides your family that has been supporting you through these family concerns?”Suzette: “yes, my favorite maternal aunt, Mrs. Evelyn Placido, she has been very kind and loving to through these moments in my life, she actually was the one that helped me take this decision of coming to see you Ms. Juliene. She even told me that I could live with her if moving out was my decision”.Juliene (Social worker): “Great to hear that! Besides having your maternal aunt as a support system are there any other things that helps you to cope with the situation?”Suzette: “Well, I guess working and being able to interact with others during work helps me a little to forget about my current concerns, I also like to dance when I am alone at home makes me relieve the negativity around me”.Juliene (Social worker): “are you in a dance group?”Suzette: “Not yet but I would love to, but my parents think it’s a waste of time and that it would be a sort of distraction for my studies”.Juliene (Social worker): “I see, I think they just want the best for you, to go well in school so you can have a great career and future ahead because maybe in their past they did not have the same opportunity as you”.Suzette: “You know I think you have a point there, maybe they are doing it for my own good and safety. Maybe they really care for me. I did not notice it at all. Thank you…”Juliene (Social worker): “Your welcome Suzette. It seems like you acknowledge that they really care for you. Would you like to try and talk to your parents about what is really bothering you at the moment?”Suzette: “hmm I guess I could try it and see how it goes”.Juliene (Social Worker): “Great Suzette, I am glad to hear that! With your permission, I would like to invite both of your parents for a talk. Would that be okay with you?”Suzette: “Yes sure, maybe they would take me more into consideration after talking to a professional, I hope so”.Juliene (Social worker): “Awesome! I see the love for your family within you. I have one more question for you. What do you want for your life?”Suzette: “After having this talk with you, I have it a little bit clearer now. I really want to finish the faculty and gain my bachelor degree in FHTMS, at first I wasn’t sure about it but now I am. After that I don’t know yet but hopefully I will”.Juliene (Social worker): “The possibilities are endless; you can have whatever you dream of becoming. You have plenty of time to think about the future and beyond Suzette, just believe you can. It was such a pleasure getting to know you”.Assessment In the assessment stage of the social work practice, the social worker analyzes and collects information that has been already said during the participants moment of telling his/her stories. The aim of this is to gather an insight in understanding the concerns of the participant however also, to highlight the progression and prognosis of the current issue. In addition, by understanding the problems, the social worker would determine possible recommendations for further intervention with the participant. In the assessment phase of the Empowerment approach, focusses on the ecological perspective and Thompson’s PCS model to understand the connection between the participant and his/her environment and acknowledges the interdependence and interactions during the process. According to Teater, there are three levels of change during a participant’s assessment phase, the personal, the interpersonal and the socio-political. In these levels of assessment, the social worker examines the personal overview of the participant’s beliefs, values and attitudes, they also seek to examines how the participant views themselves in relation with others and how to participate in new interactions with others and lastly, the social worker explores the participant’s actions and participation in the society and the ability to influence the environment (2014). Through the session the social worker would acknowledge together with the participant the different systems that contributes to the participant’s concerns in a positive and negative aspect. In addition, it may also grant the social worker the opportunity to catch new messages that were not shared in the first instant, creating a clear overview for the social worker and the participant to establish an action plan to accomplish improved changes. Below is an example of a dialogue that would take place in the assessment phase of the Empowerment-based approach.Juliene (Social worker): “I have to compliment you. You are truly a really inspiring young lady filled with potential. You are courageous (came to see me for assistance), you are a hard working lady (works as a cashier at super food), you are an intelligent student (passed first semester), you are determined (work + school) which makes you an independent Individual, even though you are going through these concerns you still try and see the positive in it. Finally, you are a very loving and caring person that even though the relationships in family are not going so well you still have that care and love for them. Am I correct with what I have stated?”Suzette: “Wow… I didn’t even know I had all these strengths in me. Thank you!”Juliene (Social worker): “Exactly! Nothing should be a hindrance to you. Did I state everything correctly?”Suzette: “Yes. However, you forgot something, accomplishing my years in the faculty of FHTMS which I will!”.Juliene (Social Worker): “And that shall be!”InterventionThe intervention stage in the social work practice is every action that has to be taken to improve a situation of concerns. This stage consists of the social worker and participant working together to develop an action plan that could guide the participant through possible goals that could contribute to the solutions of the current issues. After the action plan has been settle it is important that the social worker takes responsibility to monitor the participant in order that these actions of change are being executed properly. According to Teater, the empowerment-based approach does not have a time limit when working with participants because it all depends on the amount of systems required for guidance and change (assessment). These systems are settled by the participant with the guidance of the social worker through an ecomap (ecological perspective method) in the previous phase of assessment. When acknowledging the systems that have a need for intervention the social worker would jointly collaborate with the participant to seek for goals that would help him/her to improve both on an individual and environmental level of empowerment (2014). In addition, during the intervention session the social worker must support and guide the participant to seek for motivation by encouraging him/her to identify and define the current concerns and what future goals would the participant want to accomplish later on. Furthermore, it is also important that the social worker guides the participant through different solution techniques or skills for current and future issues in order to have a control on the ‘self’.Below is an example of a dialogue that would take place in the intervention phase of the Empowerment-based approach.Juliene (Social Worker): “Your goals are to fix your relationship between your parents and siblings, and also to get higher grades in order to succeed a proceed your journey to get your degree, have I stated this right?”Suzette: “yes”Juliene (Social worker): “How do you propose we do that?”Suzette: “I really don’t have any idea”.Juliene (Social worker): “Okay, let’s try and make your own ecomap. This is a sort of assessment to see your relationship with each system around you in your environment. How about that?”Suzette: “Great idea (writing…painting…) alright to you have several systems, I see your parents, siblings, school, maternal aunt, work and dancing. What do you think would help your relationship with your parents?”Suzette: “hmm.. I think maybe by trying to understand them and being able to talk to them in the most passive way so they can understand me as well. I also think engaging more in their lives, participating at the church and also at home”.Juliene (Social worker): “Alright, I am really happy to hear that coming from you Suzette, well done! And how do think you could achieve getting higher grades?”Suzette: “I used to be a great student, A+ for every course. Not even kidding. Because of these circumstances I have been a little distracted. But these session with you are really helping to get a sort of control over my life. I think I just need to solve my relationship with my family in order to become that bright student that I used to be”.Juliene (Social Worker): “You are a bright student and human being, remember that always! I am very pleased and proud of you, of how you managed it and settle the actions you will take in order to be empowered, wonderful Suzette”.Suzette: “Hehe thank you, very much”.Juliene (Social worker): “Your welcome. If you feel overwhelmed on whatever, even if it seems insignificant, just come to me. Based on your strengths I don’t see that there will be any issues”.EvaluationThe evaluation stage in the social work practice is considered to be completed throughout the Evaluation stage in order to see if the settled goals were met. It is important that the goals of the participant are met and that the participant feels that she (Suzette) has gained enough power to control her life by herself. In addition, by having this kind of power within herself Suzette would have the ability to cope with future circumstances. According to Teater, empowerment is considered a process and an outcome by this it assumes that, “the empowerment approach is a developmental process that can begin with the individual, yet seeks to end with social change that prohibits future oppression and enables individuals to access resources and hold power and control over their lives” (2014).Below is an example of a dialogue that would take place in the evaluation phase of the Empowerment-based approach.Juliene (Social Worker): “I have called you in today to see how the counseling session with your parents went. How was it, did anything change?” (1st evaluative meeting). Suzette: “A lot changed…who knew that so much could have changed based on one conversation”.Juliene (Social Worker): “Okay…so what changed Suzette?”Suzette: “I know understand my parents and why they are the way they are. They do appreciate me, love me and care for me. They don’t want that anything bad happens to me, they just wanted the best for me in order to be somebody in the future, which I totally understand. I haven’t feel this good for so long”.Juliene (Social Worker): “I am delighted to hear that. Your family system is now as strong as you. Thank you for coming in today. The next meeting will be about your Academic performance”.Juliene (Social Worker): “I have called you in today to see how is school going. How are you doing so far?” (2nd evaluative meeting)Suzette: “It has been going way better than first, I just passed my midterm week and I got a sufficient grade for each exam”.Juliene (Social Worker): “Great job Suzette, keep on with the hard work! I know how much have worked to get where you are now, and you have been doing it for you. Have you been able to achieve your goals?”Suzette: “Yes, my goals were met to the fullest”.Juliene (Social worker): “Wonderful! Is there anything else I can assist you with?”Suzette: “I do not think so…I am happy”.Juliene (Social worker): “In that case, I would like to meet one final time for us to terminate this process”. Suzette: “That will be fine with me”.TerminationThe termination stage in the Social Work practice/process consists of the conclusion of the social worker, the participant’s intervention process, a systematic procedure for disengaging the working relationships. This occurs when goals are reached, when the specified time for working has ended, or when the participant is no longer interested in continuing the service (NASW Social Work Dictionary, 2003). Furthermore, it is important for the social worker to address this phase of the process in a sensitive and mannered way that the participant would not feel abandoned or rejected. Below is an example of a dialogue that would take place in the termination phase of the Empowerment-based approach. Juliene (Social Worker): “I called you today so we can finalize this process. I have a document here for you to sign stating that you finished your treatment and no long need my assistance”. Suzette: “Ok where should I sign?”Juliene (Social worker): “On the 2nd dotted line”.Suzette: “I would like to thank you for your assistance. I was so frustrated and did not know how to control my own life”.Juliene (Social worker): “I am pleased to see you are doing great. Remember, whatever you want to achieve you can. The power lies within you. Thank you for collaborating with me. I will be waiting to hear when you graduate. I wish you the best of luck further. Goodbye”.Suzette: “Goodbye”.The Role of the Social WorkerThe role of the social worker is a very crucial one in the process of addressing an intervention plan. Firstly, it is important that before the process (sessions) starts, that the social worker understands the concept of ‘Power’ in order to proceed with the process by implementing the Empowerment-based Approach. Secondly, the empowerment process involves a collaborative approach where clients self- define their problems, actively engage in interventions to acknowledge and combat oppression, and participate in joint decision-making. Thirdly, the social worker as the collaborator and not as the expert, has to bring awareness to the different strengths and resources that a participant has within their ‘self’ to encourage goal-achieving attitudes together with the participant. Fourthly, when the process begins it is important the social worker guides the participant to acknowledge that she/he have the capacity to change and improve their ‘self-power’. Fifthly, the social worker seeks for the participant to have an interdependence relationship with his/her environment in order to remain empowered. Sixthly, during the sessions the social worker must be understanding and open to listen to the participants stories in order to find resources in the environment and strengths that could be reflected to the participant afterwards. Seventhly, the social worker has to guide the participant in achieving and recognizing his/her goals for further intervention and evaluation of the participant’s case. Eighthly, it is important for the use of language of the social worker uses towards the participant. social workers should use it purposefully, for example in the case of Suzette I used different questioning strategies that made her give me a positive answer, an answer that shows strengths, resources or capacities to regain the power to control her own life.The Role of the ParticipantFirstly, the participant has to be willing to trust and open up with the social worker in order to minimize the concerns or situations in his/her live. In the case of Suzette, she courageous in willing to open up her concerns to me even though it was not easy for her. Secondly, the empowerment-based approach is based on the social worker working together in collaboration with the participant, to assess and identify the participant’s strengths and resources within the person and his/her environment in order to gain (or regain) the control and power over the participant’s life. For example, in the case of Suzette I asked her what she would like to accomplish in life and how she is going to accomplish these in order to feel empowered. Thirdly, it is also important for the client to recognize his/her own abilities in order to improve and become the person they wanted bo in life. Finally, the participant should gain the tools given during the intervention phase of the process in order to maximize his/her capacity of being empowered and also to empower other going through the same circumstances. Strengths of the Empowerment-based Approach Firstly, the participants are the experts in their experiences and situations. The empowerment approach views the participants, not the social workers, as the experts on their experiences and situations, and therefore, seeks to give participants the power and control they need in order to foster positive growth and development. Secondly, the empowerment-based approaches are anti-oppressive in nature. The anti-oppressive approach seeks to give Participants the control and power to tackle was is oppressing or blocking them from committing and achieving empowerment. Thirdly, the approach provides skills and tools for the participants to have and use for future circumstances. As I already stated, the empowerment-based approach is a process and an outcome. Finally, the empowerment approach work in collaboration with other methods in order to connect participants on a personal, interpersonal and sociopolitical level with their environments (Teater, 2014). Limitations of the Empowerment-based ApproachFirstly, Sometimes the social workers strive to give power and control to the participants in order form them to make a decision and provide for themselves. In this case the social worker would be creating for the participant a dependent relationship, this would cause that the participant would remain in the same circumstances dealing with oppression. Secondly, Empowerment may mean differently for different individuals, groups or societies. What could be empowering for one may be disempowering for the other. That is why it is important for the social worker to find together in collaboration with the participant what he/she finds empowering. Thirdly, the empowerment process may be taken too far. There may be some situations where social workers are seeking to provide empowering environments for clients, yet in the process lose sight of the individual needs of the clients. This is why social workers need to be more mindful and not oppress the participant with a lot of work and intervention assessments. And finally, in some cases the process could be disempowering because there are participants, that may not be willing to participate with a social worker because they are most likely doing it against their will. This is why it is important as a social worker to engage in the most trustworthy manner to establish a collaborative relationship between both the social worker and the participant (Teater, 2014). Ethical and Cultural ConsiderationsAccording to Teater, the social worker must consider the cultural implications for empowerment as one individual or group’s definition of empowerment might be another individual or group’s disempowerment. According to NASW Code, of Ethics it is important that “Social workers should have a knowledge base of their clients' cultures and be able to demonstrate competence in the provision of services that are sensitive to clients' cultures and to differences among people and cultural groups” (1996). Furthermore, In the case of Suzette culture plays a big role within her family. Because of her parents being extremely religious it is affecting her in a way. This is why is it crucial as a social worker to gain knowledge of the culture of their participants.Me being part of a multicultural environment, I can relate in different aspects as Suzette. It is not easy to go against one’s believe system especially with siblings in between. Conclusion In conclusion, I am extremely comfortable with the Empowerment-based Approach. I learned different things form this approach. Firstly, how to implement it and put it into practice in different life circumstances. Secondly, I also learned how to know when a person is having a lack of empowerment and is in need of assistance (psychological concepts). Thirdly, the use of language in this approach is very broad and can be used in other methods or even perspectives such as the strengths perspective which is in chapter 3. Furthermore, besides the types of languages the way how to use them and for what was also important to acquire during this case study of Suzette Croes. Working in collaboration is crucial in the social work practice no matter what method is being used at that particular moment. Moreover, the case study stated in this paper, was a way to practice the social work process of engaging, assessing, intervening, evaluating and terminating. I managed to empower Suzette through the ecomap usage in order to increase her lack of empowerment. As a future social worker, I would like to use the Empowerment-based approach in my field practice in order to have a realistic overview of it and to be as trained as possible for when I start working in real life in the field.ReferencesBarker, R. L. (2003). Social Work Dictionary. NASW. Retrieved from (1996-1999). “Code of Ethics of the National Association of Social Workers”.Merriam-Webster Dictionary. Words searched: “Engagement, Assessment, Intervention, Evaluation”. Retrieved from Teater, B. (2014). An Introduction to Applying Social Work Theories and Methods. New York:Open University Press.Appendix INTERVENTION PLANName of participant: Suzette CroesDate of Birth: 26/08/1998 Address: Seroe Pita #5Tel. No. +297-5677190 Next of Kin/Parent/Guardian: Carlos Croes and Anna Croes Relationship with participant: Father and motherAddress: Seroe Pita #5Tel. No. +297-7495035 (F) and +297-5689950 (M) Email address:C.croes@ & Annacroes12@ Intervention Plan is for the duration of: one yearDate: June 9th 2017 Assessment: Suzette is a 19-year-old female who has been experiencing feelings of guilt, loneliness, depression and isolation because of the relationship difficulties with her siblings and the strong religious believes that is within the family. Furthermore, because of the circumstances she is going through, it is also affecting her academic performance making her question her purpose in life and if she is really interested in what she is studying (FHTMS) or not. Goal:To empower suzette to feel less guilty, lonely, depressed and isolated by increasing her self-esteem and Self-worth throughout her environment and to let her reflect on possible resources or solutions that could guide her to resolve her conflicting relationship with her siblings.List of concerns/issues/problemsObjectivesIntervention/social work activities Person/professional responsible01Thoughts of independency (leaving her parent’s house) because of her parents being too religious and stern Let her acknowledge why her parents behave in such wayHaving a counseling session with them together as a familySocial worker/ Suzette/ Parents02Suzette is having a lack of empowerment, because she is experiencing feelings of guilt, depression, isolation and lonelinessEstablish empowerment in her life.Doing what she likes, in this case entering a dance academy.Social worker/ Suzette03Suzette’s conflicting relationship with her siblingsFor her to have a good established relationship with her siblingsBy interacting more with them she would be able to gain their trust and have a good relationship.Social Worker/ Suzette/ Siblings04Suzette’s lack of academic performanceIncrease her academic performance (grades)By controlling her life better and having healthy relationships she would be able to be as bright as she was before.Social Worker/ Suzette05Suzette doubting and questioning her purpose in lifeEncountering herself, her purpose in life and what she really wants in it.Letting her acknowledge what she is capable of and reflecting on her strengths she would be able to find out.Social Worker/ SuzetteSuzette Croes Carlos Croes & Anna CroesParticipant signatureSignature: Parent/Guardian (Where applicable) October 18th, 2017 October 18th, 2017DateDateJuliene Duran Paez October 18th, 2017 Signature: Social Worker Student Date ................
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